li 


PAPER  AND  CARDBOARD 
CONSTRUCTION 


AN  ANALYSIS  OF  THE  SCOPE  OF  PAPER   AND   CARDBOARD  CONSTRUCTION   FOR 
PRIMARY  GRADES  OF  PUBLIC  SCHOOLS.     AN  OUTLINE  OF  A  COURSE  WITH 
DIRECTIONS  FOR  MAKING  THE  PROBLEMS.      INFORMATION  REGARD- 
ING COURSES,  EQUIPMENT,  SUPPLIES,  AND  METHODS  OF  HAND- 
LING  THE   WORK.      A    BIBLIOGRAPHY    OF   THE   SUBJECT. 


BOOK  PROBLEMS 

BOX  PROBLEMS 

CARD  PROBLEMS 

ENVELOPE  PROBLEMS 


GEORGE  FRED  BUXTON 

Director  of  the  Manual  Training  Department  of  the 
Stout  Institute,   Menomonie,  Wisconsin. 


FRED  L.  CURRAN 


Supervisor  of  Elementary  Manual  Training 
at  the  Stout  Institute. 


THE  MANUAL  ARTS  PRESS 

PEORIA,    ILLINOIS 


COPYRIGHT 

G.  F.  BUXTON  and  F.  L.  CURRAN. 
1911,   1913. 


FOREWORD 

REALIZING  that  teachers  of  primary  handwork  need  defi- 
nite directions  for  handling  paper  and  cardboard  construc- 
tion in  public  school  classes,  with  such  supplementary 
information  regarding-  the  selecting,  ordering,  and  care  of  equip- 
ment and  supplies  as  shall  be  of  immediate  help  in  starting  the 
work,  the  authors  have  prepared  the  following  outlines  and 
notes  in  the  form  of  a  hand  book  especially  for  their  use. 

It  is  also  planned  to  be  of  service  to  supervisors  of  primary 
handwork  as  a  suggestion  for  the  organization  of  a  course  of 
study  and  as  a  collection  of  supplementary  problems  suitable 
for  the  lower  grades.  The  notes  at  the  back  of  the  book  may 
be  of  considerable  value  in  saving  time  looking  up  minor  details. 
Art  supervisors  who  handle  paper  and  cardboard  construction 
may  find  the  book  problems  suggestive  as  a  basis  for  decorative 
and  illustrative  treatment. 

Problems  have  been  selected  which  are  suited  to  the  grades 
indicated  and  have  been  carefully  tested  by  grade  teachers  in 
the  Menomonie  public  schools  for  several  years.  The  point  of 
view  thruout  the  course  has  been  that  of  an  emphasis  upon  the 
simple  processes  involved  in  typical  uses  of  paper  and  cardboard 
in  the  industries,  making  such  modifications  as  are  required  to 
meet  the  abilities  of  young  children,  and  to  eliminate  all  ap- 
paratus used  in  duplicate  work  in  such  industries.  The  attempt 
is  made  to  involve  a  rational  sequence  of  difficulty  in  each  kind 
of  work  undertaken  and  to  encourage  careful  work  from  the 
start.  Altho  the  production  of  good  pieces  of  work  is  made 
prominent  in  the  course,  teachers  may  choose  to  use  certain 
of  the  problems  for  illustrative  purposes  in  connection  with 
other  subjects.  In  any  case,  the  primary  handwork  should  be 
so  handled  that  the  entire  school  program  will  become  unified 
for  the  benefit  of  the  pupil  and  not  stereotyped  for  "the  benefit 
of  a  logical  course. 


2065917 


PREFACE   TO   SECOND   EDITION 

THE  authors  of  Paper  and  Cardboard  Construction  have 
been  pleased  with  the  comments  and  extended  use  the 
book  has  been  given  in  its  first  edition,  and  have  carefully 
gone  over  the  text  and  made  an  effort  to  have  the  second  edition 
still  more  usable  and  attractive.  Many  half-tone  illustrations 
have  been  provided  for  the  present  volume  with  the  thought 
that  the  directions  may  be  more  easily  interpreted  and  the  pages 
be  made  more  attractive. 

The  publication  has  been  turned  over  to  The  Manual  Arts 
Press  and  at  their  suggestion  the  book  has  been  largely  remade. 
The  pages  have  been  increased  in  size,  the  style  of  type  changed, 
a  different  paper  used,  and  larger  line  cuts  made,  all  of  which, 
the  authors  believe,  will  make  the  book  more  valuable  to  the 
class  of  teachers  and  school  officers  who  will  use  it. 

Errors  in  the  previous  edition  have  been  corrected  and  every 
effort  made  to  have  all  details  and  explanations  adequate  in  the 
revision.  Drawings  have  been  remade  and  the  text  changed 
wherever  these  changes  would  make  the  meaning  clearer. 

While  planned  especially  for  teachers  of  handwork  in  pri- 
mary grades,  the  book  has  found  a  use  with  several  classes  of 
pupils  in  the  upper  grades.  It  has  been  given  an  unlooked-for 
reception  in  normal  schools,  and  has  been  used  by  many  special 
lecturers  and  teachers  doing  teachers'  institute  work.  Its  general 
circulation  in  libraries  has  been  gratifying  along  with  its  adop- 
tion by  boards  of  education  as  a  standard  text  or  reference  book. 
A  considerable  proportion  of  the  demand  for  the  first  edition 
has  been  from  supervisors  of  drawing  and  manual  training  who 
are  usually  responsible  for  the  primary  handwork. 

February,   1913. 


ANALYSIS  OF  CONTENTS 

I.  Introduction     page  1 1 

The  purpose  of  the  book  is  to  arrange  typical  paper  con- 
structions in  sequence  for  class  use, — there  is  an  evident  need 
for  this  hanch-  form, — simple  paper  cutting  should  accompany 
the  construction  here  outlined, — illustrative  constructions  not 
appropriate  to  paper  are  omitted, — unusual  shapes  are  not  recom- 
mended,— four  kinds  of  work  in  paper  are  given  for  each  of  the 
first  four  grades  and  classified  by  numbers, — extra  work  is  sug- 
gested for  schools  having  time  for  it, — a  standard  size  of  stock 
is  to  be  used, — it  is  shown  that  the  teacher  must  make  careful 
preparation  before  presenting  a  new  problem. 

II.  Book  problems    page  15 

Sequences  are  suggested  but  detailed  directions  may  be 
omitted, — books  may  be  made  as  an  aid  to  other  studies, — art 
teachers  find  many  uses  for  small  books, — problems  here  are 
limited  to  9"x  12"  stock, — an  arrangement  by  grades  is  suggested, 
— a  definite  arrangement  of  information  is  made  for  each 
problem. 

The  following  groups  are  given  to  show  the  scope  covered : 

Folders :— Two,  three,  and  four  fold ;  booklet  folder. 

Portfolios : — Single  paper,  paper  with  lap,  cloth  covered, 
with  cloth  corners,  note-book  covers. 

Paper  Files : — Pocket  and  desk  files. 

Pamphlets : — For  notes,  drawings,  and  mountings ;  glued, 
tied,  sewed,  and  with  reinforced  back. 

Bound  Books : — Cloth  covered,  with  cloth  corners,  bound 
magazines,  rebinding. 

III.  Box  problems    page  65 

Box  making  as  an  industry  is  important,  many  uses  of  boxes 
in  schools  suggest  themselves, — devices  for  repeating  processes 
are  omitted  here, — box  problems  are  arranged  by  grades. 

The  following  groups  are  given  to  show  the  scope  covered : 

Open  Boxes : — Tag  board,  bristol  board ;  covers  lapped, 
reinforced  corners,  trays. 

Folding  Boxes : — Tag  board,  bristol  board ;  with  laps,  with 
fitted  fastenings. 


PAPER       AND       CARDBOARD       CONSTRUCTION 

Covered  Boxes : — Strawboard,  box  board ;  reinforded  cor- 
ners, lining,  covering. 

Sliding  Box : — Box  board,  fitting  of  box  and  case. 

IV.  Card  problems  page  91 

Card  mounts  furnish  a  good  opportunity  for  a  study  of  color 
and  design, — various  illustrative  materials  may  be  mounted  for 
use, — card  problems  give  good  drill  in  measuring  and  cutting 
to  line, — a  sequence  of  difficulty  is  shown  for  all  card  problems. 

The  following  groups  are  given  to  show  the  scope  covered : 

Card  Mounts : — For  drawings,  and  photos ;  folder  picture 
mounts. 

Book  Marks : — Simple  outline,  punched  and  cut  with  tab. 

Tag  Board  Work: — Glass  cover,  post  cards,  shipping  tag. 

V.  Envelope   problems    page  1 10 

Envelopes  are  thoroly  suited  to  paper  work, — a  variety  of 
envelope  problems  may  be  introduced  with  profit  into  the  lower 
grades, — many  uses  are  obvious, — an  arrangement  is  shown  for 
each  grade. 

The  following  groups  are  given  to  show  the  scope  covered: 

Mailing  Envelopes  : — Square,  medium,   long. 

Filing  Envelopes : — Paper  envelope  holder,  pocket  for  clip- 
pings, tag  board  filing  envelopes. 

Envelope  Files : — Flat  envelope  file,  book  envelope  file. 

Paper  Bags : — Flat  and  with  folds. 

VI.  Planning  of  courses   page  131 

The  book  is  planned  to  be  suggestive  for  a  variety  of  systems 
and  requirements, — fundamentals  in  planning  include  the  adjust- 
ment of  problems  to  fulfill  stated  aims  and  the  suggestion  of 
method, — the  numbering  system  is  explained. 

Courses  in  primary  handwork  may  be  planned  with  an  em- 
phasis upon  sequence  of  processes,  upon  grouping  of  types  of 
construction,  or  upon  the  thought  side  of  the  subject, — the  work 
may  be  considered  from  the  standpoint  of  the  technical  and  art 
value  of  the  subject  itself  or  from  that  of  the  whole  elementary 
school  course, — the  analysis  of  the  course  may  center  around  the 
handling  of  the  work  in  classes  or  it  may  concern  itself  first  with 
a  study  of  children's  interests. 

Different  arrangements  by  grades  are  suggested  and  others 
may  seem  desirable  in  certain  localities, — the  first  arrangement 
provides  for  all  of  the  book  problems  in  a  given  grade  to  be 

8 


ANALYSIS     OF     CONTENTS 


followed  by  all  of  the  box  problems,  then  the  card  problems  and 
envelope  problems, — the  second  provides  for  a  succession  of  one 
of  each  kind  of  problem,  followed  by  a  succession  of  another  of 
each  kind,  and  then  another,  for  the  sake  of  the  interest  which 
comes  from  variety, — the  third  provides  for  a  selection  from 
each  of  the  groups  arranged  in  order  of  difficulty  for  the  entire 
scheme, — the  fourth  provides  for  a  study  of  one  group  more 
carefully  in  either  the  third  or  fourth  grade. 


VII.     Equipment  and  supplies  page  149 

Simple  equipment  is  needed  in  the  class  room  but  it  should 
be  properly  cared  for, — a  good  stock  room  equipment  for  the 
supervisor  makes  for  efficiency, — several  kinds  of  paper  and  card- 
board are  desirable, — a  table  for  ordering  paper,  gives  materials, 
kinds,  sizes,  costs,  and  quantities, — other  supplies  are  easily  ob- 
tained,— kinds  of  supply  houses  are  indicated  for  reference, — 
a  second  table  arranged  by  grades  gives  the  kind  and  amount  of 
stock  required  for  each  problem. 


VIII.     Hints  to  teachers  and  supervisors page   165 

Careful  preparation  requires  that  a  teacher  shall  analyze  a 
pi  oblem  thoroly  before  teaching  it, — the  proper  care  of  equip- 
ment and  supplies  requires  that  things  shall  be  instantly  available, 
properly  counted,  and  in  usable  condition, — good  teaching  re- 
quires that  materials  shall  be  distributed  quickly  and  without 
confusion,  that  directions  and  other  information  shall  be  given  in 
a  clear,  pointed,  and  interesting  way, — good  management  requires 
that  pupils  shall  be  kept  constantly  busy  at  understood  problems, 
that  work  shall  be  collected  and  cared  for  systematically,  and  that 
all  details  shall  be  made  to  fit  into  a  complete  scheme  in  the  mind 
of  the  teacher. 

A  supervisor  must  find  suitable  occasion  for  getting  neces- 
sary directions  before  teachers, — he  must  see  that  supplies  are 
ordered,  prepared,  and  deliverd  to  schools  on  time, — he  must 
visit  classes  and  in  other  ways  test  the  character  of  the  work  of 
teachers, — he  must  find  some  way  to  train  such  teachers  as  are 
not  handling  the  subject  successfully, — he  may  arrange  for  ex- 
hibitions of  school  work, — he  will  constantly  study  the  various 
aspects  of  his  specialty  and  make  it  of  more  value  to  his  com- 
munity. 


PAPER       AND       CARDBOARD       CONSTRUCTION 

IX.  Bibliography     page  170 

A  list  of  books  and  magazine  references  is  given  for  the 
benefit  of  students  and  public  school  officers  and  teachers. 

X.  Index page  175 

A  complete  index  is  given  to  make  it  possible  to  refer  in- 
stantly to  each  particular  problem,  and  each  topic  discussed. 

Appendix  page  181 

Specimens  of  twenty-four  papers  suitable  for  primary  con- 
struction are  mounted  and  described.  They  include :  cover 
papers,  print  and  book  papers,  bond  and  flat  writing  papers, 
marble  and  glazed  papers,  wrapping,  blotting  and  gummed  papers. 


10 


INTRODUCTION 

BOOKS  on  paper  and  cardboard  work  for  public  schools 
have  appeared  from  time  to  time  and  are  in  many  cases 
serving  a  good  purpose.  There  still  remains,  however, 
.one  field  which  does  not  seem  to  be  adequately  handled  and  to 
which  this  book  attempts  to  make  contribution.  That  is : — a 
course  in  cutting,  measuring,  folding,  pasting,  gluing,  sewing, 
punching,  tying,  and  decorating  a  variety  of  paper  materials, 
with  a  definitely  organized  series  of  problems  in  the  making  of 
books,  boxes,  card  mounts,  and  envelopes.  The  problems 
selected  are  only  of  these  four  kinds,  because  these  seem  to  be 
the  most  thoroly  suited  to  the  materials  from  the  worker's  stand- 
point and  because  they  furnish  so  rich  an  opportunity  for  varied 
manipulations,  and  such  an  attractive  basis  for  applied  design 
in  the  lower  grades. 

It  is  believed  that  in  presenting  this  arrangement  of  material 
in  handy  form,  many  teachers  and  supervisors  will  find  some 
of  the  help  they  have  been  looking  for,  and  it  has  already  become 
evident  that  those  who  have  attended  The  Stout  Institute  desire 
such  a  grouping  as  is  here  given.  In  fact,  the  principal  reason 
for  the  preparation  of  this  printed  course  is  the  constant  demand 
for  the  less  adequate  blue-prints  which  have  been  issued  at  The 
Stout  Institute. 

Problems  in  simple  paper  cutting  have  been  omitted  from  the 
outlines  for  the  reason  that  no  construction  is  involved  and  .no 
measurements  required.  It  is  not  to  be  inferred,  however,  that 
this  work  is  not  recommended,  but  it  is  not  made  a  subject  by 
itself.  Paper  cutting  from  pose  and  from  memory,  and  the  cut- 
ting of  designs  are  recommended  as  supplementary  work  and 
provision  may  be  made  for  mounting  them  upon  the  card  mounts 
or  in  some  of  the  book  problems.  They  are  especially  to  be 
recommended  at  the  beginning  of  the  first  grade. 

11 


PAPER       AND       CARDBOARD       CONSTRUCTION 

Paper  furniture  and  houses  and  other  problems  used  in  an 
illustrative  manner  in  connection  with  other  subjects  are  not 
considered  a  part  of  the  present  subject  and  not  a  part  of  the 
primary  handwork  which  leads  to  forms  of  manual  training  in 
the  upper  grades.  It  is  believed  that  most  schools  will  find  the 
problems  which  are  more  typical  of  the  material,  to  be  of  more 
value  as  pieces  of  construction. 

Unusual  shapes,  saw  toothed  edges,  highly  colored  floral 
decorations,  inappropriate  types  of  construction,  over-complex 
forms  and  other  eccentricities  should  be  avoided  everywhere, 
but  especially  with  young  children.  These  have  been  carefully 
excluded  from  this  outline. 

While  the  problems  are  listed  on  the  following  pages  as  book 
problems,  box  problems,  card  problems,  and  envelope  problems, 
it  is  not  to  be  understood  that  they  should  be  taken  in  this  order 
and  all  the  book  problems  finished  before  taking  up  the  box 
problems.  Each  class  of  problems  is  planned  for  all  four  grades 
and  distinguished  by  three  numbers  representing: — The  grade; 
the  class  of  work;  and  the  relative  place  in  the  grade  for  that 
class  of  work.  (321  covered  small  box, — is  thus  in  the  3d  grade ; 
it  belongs  to  the  box  problem  group, — "2";  and  it  is  the  ist  box 
problem  in  the  third  grade.)  This  is  more  fully  explained  in 
chapter  VI  under  "Planning  of  Courses",  page  132. 

Rather  more  problems  have  been  suggested  than  most  schools 
can  complete  within  the  time  usually  allotted  to  the  subject. 
This  provides  for  considerable  choice  on  the  part  of  the  teachers. 
Many  options  are  also  recommended  in  the  foot  notes. 

As  explained  in  chapter  VII  under  "Equipment  and  Sup- 
plies," the  exercises  are  planned  to  use  Q"X  12"  stock.  This  is 
frequently  to  be  cut  into  two  pieces  6"xg",  and  occasionally  cut 
to  other  sizes.  In  case  there  is  no  provision  for  cutting  a 
quantity  of  stock,  the  pupil  may  be  given  9"xi2"  stock  for 
everything  and  be  required  to  save  the  unused  pieces  for  later 
work.  This  use  of  uniform  sizes  will  be  found  of  considerable 
convenience  in  the  class  room. 

12 


INTRODUCTION 


Before  presenting  the  work  to  the  classes,  the  teacher  should : 
first,  make  the  problem ;  second,  consider  carefully  the  various 
steps  in  the  processes  of  construction ;  and  third,  be  very  definite 
and  clear  with  directions.  The  pupil's  best  effort  should  be 
required  at  all  times  and  his  standard  of  good  work  constantly 
raised.  A  number  of  hints  for  the  teacher  are  given  in  chapter 
VIII,  but  most  important  of  all  is  the  necessity  that  the  teacher 
shall  know  the.  subject  thoroly.  The  directions  given  for  each 
problem  are  no  substitute  for  careful  preparation,  if  success  is 
to  be  assured. 

Six  kinds  of  lines  are  given  below  to  illustrate  their  use  in 
connection  with  the  directions  for  each  problem  suggested. 


INVISIBLE      coac 


EXTENSION  CONST ft UCT/ON 


DRAFTING     CONVENTIONS     USED    THRUOUT     THE     BOOK. 

The  above  drawing  is  given  to  explain  the  meaning  of  the 
different  lines  used  on  the  following  pages.  Lines  representing 
visible  outlines  of  the  finished  problem  or  of  the  successive  steps 
involved  are  drawn  heavy  and  continuous.  Fold  lines  are  made 
light  and  continuous.  Edges  hidden  by  other  material  are  repre- 
sented by  long,  light  dashes.  Construction  lines  are  used  as  a 
help  in  laying  out  a  piece  of  work,  but  they  form  no  necessary 
part  of  the  finished  work ;  they  are  composed  of  short  dashes 
with  longer  spaces.  Extensions  and  dimensions  are  used  in  in- 
dicating sizes.  Where  used,  these  read  from  the  bottom  and 
right  side. 

For  the  outlines  for  each  problem  the  arrangement  of  in- 
formation is  indicated  below: 

(I)  Number  and  name  of  problem.  This  is  fully  explained 
in  chapter  VI. 

13 


(II)  Material    and    equipment    needed   by    each    pupil.      In 
some  cases  the  equipment  is  passed  from  pupil  to  pupil,  thus 
requiring  fewer  tools. 

(III)  Working    drawing.      See    drafting   conventions    illus- 
trated on  page  13. 

(IV)  Directions    for   making   the   problem.      Arranged   for 
presentation  to  classes. 

(V)  Notes.     Supplementary  suggestions  and   explanations. 


II 

BOOK  PROBLEMS 

PROBLEMS  in  the  making  of  folders,  small  pamphlets, 
portfolios  and  bound  books  are  described  on  the  following 
pages  and  arranged  in  a  sequence  representing  work  of 
increasing  difficulty  for  each  of  the  first  four  grades  of  public 
schools.  The  first  figure  of  each  problem  number  indicates  the 
grade  in  school  recommended  as  suggested  on  page  12  of  the 
introduction.  The  sequence  is  more  noticeable  in  some  places 
than  in  others,  but  in  general  it  will  be  found  that  the  work 
meets  well  the  abilities  of  the  children.  It  is  within  the  range 
of  successful  handling  and  yet  requires  a  real  concentration  of 
effort  thruout  the  course.  While  sequences  and  definite  steps 
are  given  emphasis,  it  will  be  found  possible  to  vary  consider- 
ably from  the  outline,  and  many  supervisors  will  want  to  do 
this.  It  may  seem  best  in  teaching,  not  to  give  such  detailed 
information  to  the  children,  but  to  assign  a  problem  and  allow 
the  children  to  find  out  for  themselves  how  to  make  it.  Even 
here,  however,  the  teacher  must  have  in  mind  a  definite  line  of 
processes  in  order  to  properly  describe  each  problem  and  to  be 
of  help  to  each  child,  and  the  steps  suggested  will  be  found  at 
least  typical. 

\Yhile  the  idea  back  of  the  choice  of  book  problems  has  been 
the  manipulation  of  material  for  the  training  of  hand  and  eye 
and  for  an  acquaintance  with  basic  processes  in  the  making  of 
books  by  hand,  there  is  no  limit  to  the  use  which  may  be  made 
of  the  articles  made  in  correlation  with  other  school  subjects. 
Many  uses  of  booklets  for  gathering  notes  and  illustrative 
material  will  occur  to  the  teacher.  \Yhere  the  making  of  books 
is  incidental  to  the  using  of  them,  the  outlines  will  only  be  used 
as  hints.  It  is  believed  that  the  book  problems  will  furnish  to 
many  teachers  the  directions  they  have  been  wanting  in  handy 
form  for  the  natural  correlations  between  construction  and  other 
school  subjects. 

15 


PAPER       AND       CARDBOARD       CONSTRUCTION 

An  especially  valuable  feature  of  the  book  problem  is  the 
opportunity  it  furnishes  for  the  mounting  of  illustrations  cut 
from  old  magazines,  and  of  free  cuttings ;  and  much  may  be  made 
of  the  use  of  books  for  drawings  and  designs,  either  made 
directly  in  the  book  or  cut  and  mounted.  Cover  designs  offer 
another  attractive  field  for  crayon  and  water  color  as  well  as 
for  pencil  and  pen  and  ink  work.  In  some  cases  it  is  possible 
to  have  the  children  make  fairly  attractive  lettering  upon  the 
covers.  In  all  cases  the  choice  of  proportions  in  the  making  of 
booklets  is  important  and  may  be  an  attractive  field  for  the  art 
teacher.  In  the  books  suggested,  the  limitations  due  to  size  of 
stock  should  be  obvious,  as  a  standard  size  of  9"xi2"  for  all 
problems  has  been  selected.  Books  of  larger  size  can  be  made 
only  if  extra  paper  cut  from  the  full  stock  sheet  be  supplied.  A 
list  of  some  of  the  full  sizes  of  paper  is  given  in  chapter  VII, 
which  will  be  found  convenient  for  reference.  If  larger  sheets 
than  the  9"xi2"  be  used,  the  binder's  typical  methods  of  folding 
may  be  employed  and  one  sheet  folded  so  as  to  make  eight  or 
sixteen  pages  of  fair  size.  It  will  be  noted  also  that  if  funds 
permit,  some  of  the  higher  grades  of  paper  may  be  used  and 
better  products  obtained.  If  a  printing  press  be  available,  very 
pleasing  announcement  folders  and  booklets  for  special  occasions 
may  be  made  and  the  use  of  type  in  page  design  be  illustrated. 
Printing  is  especially  desirable  in  upper  grades  and  in  high 
school  classes  but  it  does  not  come  within  the  scope  of  this  book. 

The  arrangement  of  book  problems  by  grades  is  given  below 
to  enable  the  teacher  to  determine  at  a  glance  the  place  of  a 
particular  piece  of  work  in  the  series  of  book  problems. 

FIRST  GRADE 

111  Mounting  folders    (Rough   cover  paper). 

112  Booklet  folder   (Rough  cover  paper, — book  paper). 

113  Pocket  note-books   (Rough  cover  paper, — print  paper). 

114  Book  of  color  schemes   (Colored  and  gray  rough  cover  paper). 

115  Drawing-book    (Cover  paper, — book  paper). 

116  Laundry   list    (Manila   paper). 

16 


BOOK  PROBLEMS 


SECOND  GRADE 

211  Paper  portfolio   (Cover  paper  or  press  board, — stay  tape). 

212  Paper  portfolio  with  laps    (Heavy  cover  paper, — stay  tape). 

213  Book  of  designs    (Cover  paper  and  book  paper). 

214  Weather  record    (Book  paper). 

215  Receipt  book    (Cover  paper, — bond   paper, — binders'   cloth). 

216  Note-book  (Cover  paper, — manila  paper). 

217  Paged  blank  book   (Cover  paper, — book  paper). 

THIRD  GRADE 

311  Scrap-book   (Colored  and  gray  cover  paper). 

312  Sewed   pamphlet    (Cover   paper, — book   paper). 

313  Pamphlet  with  reinforced  back     (Cover    paper,  —  book    paper, — 
binders'  cloth). 

314  Cloth  covered  portfolio    (Strawboard,  —  binders'  cloth,  —  marble 
paper). 

315  Glued  booklet    (Cover  paper, — book  paper). 

316  Cloth  bound  book   (Cloth  board, — binders'  cloth, — cover  paper). 

FOURTH  GRADE 

411  Pocket  paper  file    (Manila  tag  board). 

412  Desk  paper  file    (Heavy  tag  board). 

413  Xote-book,    covers    (Strawboard,  —  binders'   cloth,  —  cover  paper, 
marble  paper). 

414  Portfolio  with  cloth  corners    (Cloth  board, — binders'   cloth, — cover 
paper, — marble  paper). 

415  Bound  scrap-book   (Strawboard, — binders'  cloth, — colored  and  gray 
cover  papers). 

416  Bound  drawings   (Heavy  cover  paper). 

417  Rebound  book  or  bound  magazines    (Material  depends  upon  prob- 
lem). 

It  is  to  be  understood  from  this  list  that  other  problems  such 
as  boxes,  envelopes,  and  card  mounts,  are  given  in  each  grade 
following  the  book  problems. 


17 


18 


BOOK  PROBLEMS 


111.     Mounting  Folders 

Rough  gray  cover  paper,  3  pieces,  6"x9" 
White  book  paper,  3  pieces,  6"x  9" 
Paste 
Scissors 


COVER     STOCK — 6"x  9"  FOLDED 4%"x  6" 

DIRECTIONS  FOR  Two- FOLD: 

a.  Fold  upper  left  corner  to  upper  right  corner  and  crease. 

b.  Cut  from  white  paper  several  representations  of  common 

objects,  of  flowers,  leaves,  trees,  tools,  workmen  at 
typical  occupations,  or  children  at  play.  These  may 
be  cut  from  memory  or  direct  observation. 

c.  Select  the  best  group  of  cuttings  and  paste  in  folder. 


COVER     STOCK — 6"x  9"  FOLDED — 3"x  6" 

DIRECTIONS  FOR  THREE-FOLD: 

a.  Fold  upper  right  corner  two-thirds  distance  across  top, 

judging  distance  with  the  eye. 

b.  Fold  upper  left  corner  to  crease. 

c.  Cut  and  paste  representations  as  in  first  folder. 

19 


PAPER       AND       CARDBOARD       CONSTRUCTION 


COVER    STOCK — 6"x  9"  FOLDED — 2%"x  6" 

DIRECTIONS  FOR  FOUR-FOLD: 

a.  Fold  upper  right  corner  to  upper  left  corner. 

b.  Fold  these  two  corners  to  center  crease. 

c.  Cut  and  paste  as  before, 

NOTE  : — In  each  of  these  folders,  it  may  seem  desirable  to 
paste  magazine  illustrations  or  other  clippings  in  place  of  the 
cuttings  indicated,  or  other  uses  may  suggest  themselves  to  the 
teacher.  Careful  folding  and  clean  pasting  should  be  expected. 

112.     Booklet  Folder 

Rough  gray  cover  paper,  i  piece,  6"x9" 
White  book  paper,  i  piece,  6"x  9" 
Paste  or  glue 
Soft  or  medium  pencil 


BOOK    OPEN  —  SHOWING    TORN    EDGES          BOOK     CLOSED  -  4%"x  6" 


DIRECTIONS  : 

a.  Tear  from  \"  to  \"  from  two  adjacent  edges  of  the  white 

paper,  without  measuring. 

b.  Fold  upper  left  corner  of  white  paper  to  upper  right 
corner. 

20 


BOOK  PROBLEMS 


c.  Fold  upper  left   corner  of  cover  paper  to  upper  right 

corner. 

d.  Run  a  little  paste  or  glue  along  back  of  crease  of  white 

paper  and  press  it  inside  of  cover  paper. 

e.  Allow  booklet  to  dry  and   use  for   sketching  plants  or 

animals  or  children,  or  for  copying  photographs. 
113.     Pocket  Note-Books 

Rough  cover  paper,  3  pieces,  6"  x  9" 

Print  paper,  6  pieces,  9"x  12" 

Coarse  linen  thread,  i  yard 

Large  needle,  letter  opener  or  kitchen  knife 


SECOND    STEP    IN    SEWING 


PRINT   PAPER — 9"x  12" 
SHOWING    FOLDS    FOR    4-TO    BOOK 


THIRD    STEP    IN    SEWING 


FIRST     STEP     IN     SEWING 


FINISHED    NOTE-BOOK 4M>"x  6" 


21 


DIRECTIONS  FOR  QUARTO  BOOK: 

a.  Fold  one  piece  print  paper  lower  left  corner  to  upper 

left  corner. 

b.  Fold  upper  left  corner  to  upper  right  corner. 

c.  Fold  second  piece  of  print  paper  in  the  same  way  and 

insert  into  first  piece. 

d.  Fold  cover  paper  left  to  right  and  insert   folded  print 

paper. 

e.  Sew  down  thru  center  of  book,  up  near  one  end,  down 

thru  center  again,  up  near  opposite  end,  and  tie  square 
knot  near  the  center. 

f.  Tear  leaves  apart  with   letter  opener,  kitchen   knife,  or 

back  of  scissors. 


INSIDE    OF     12    PAGF.    BOOK 
FOLDED    AND    SEWED 


PRINT    PAPER    FOLDED    FOR    12    PAGES 


FINISHED    BOOK 
ABOUT    3"x4" 


DIRECTIONS  FOR  12-PAGE  BOOK: 

a.  Fold  lower  left  corner  of  one  piece  print  paper  about 

two-thirds  distance  to  upper  left  corner. 

b.  Fold  upper  left  corner  to  this  crease  and  open  paper  flat. 

c.  Fold   upper  right  corner  about  two-thirds   distance   to 

upper  left  corner,  make  sharp  crease,  open,  and  tear 
ofT  smaller  piece. 


22 


BOOK  PROBLEMS 


d.  Refold  larger  piece  and  then  fold  left  to  right. 

e.  Make  a  second  piece  like  this  and  insert. 

f.  Cut  cover  paper  a  little  larger  than  open  book,  fold  left 

to  right,  and   sew  print  paper  inside  same  as  in  4to 
book. 

g.  Tear  leaves  apart  as -before. 


\ 

0 
BOO 

INSIDE    OF 
8VO    BOOK 

JTSIDE   C 
K    2j4"> 

PRINT     PAPER    9"x  12" 
SHOWING    FOLDS    FOR    8VO    BOOK 


DIRECTIONS  FOR  OCTAVO  BOOK — 16  PAGES: 

a.  Fold  print  paper  right  to  left. 

b.  Fold  bottom  to  top. 

c.  Fold  left  to  right. 

d.  Place  one  or  two  of  these  pieces  in  cover  previously  cut 

a  little  larger  than  open  book. 

e.  Sew  and  tie  as  before. 

f.  Tear  leaves  apart. 

NOTE: — These  note-books  may  be  used  for  writing  practice, 
or  for  sketching,  or  for  such  purposes  as  seem  desirable  to  the 
teacher  in  connection  with  any  other  subject. 


23 


PAPER       AND       CARDBOARD       CONSTRUCTION 

114.     Book  of  Color  Schemes 

Colored  rough  cover  paper,  i  piece,  6"x  9" 
Gray  cover  paper,  2  pieces,  6"x  9" 
Coarse  linen  thread  or  binders'  thread,  14" 
Large  needle 


BOOK    OPEN    6"x  9" 


BOOK    CLOSED 


READY    TO    SEW 


OPTIONAL    METHOD 


TYPICAL    PAGES    OF    MOUNTED    COLORS 

DIRECTIONS: 

a.  Fold  gray  paper  inside  of  colored  paper. 

b.  Sew  and  tie  as  in  number  113.    If  more  space  is  wanted 

between  pages,  extra  pieces  of  gray  cover  paper  i"x  6" 

24 


BOOK     PROBLEMS 


may  be  folded  and  sewed  into  the  book,  as  shown  at  A. 
c.     Mount   rectangles   of  colored   papers   upon   each   inside 
page,  so  as  to  show  good  color  schemes,  keeping  in 
mind  both  quality  and  quantity  of  each  color. 
NOTE: — Samples  of  fabrics  or  of  different  kinds  of  papers  may 
be  mounted  in  place  of  color  schemes.    The  arrangements  on  the 
following  page  are  suggested  for  mounting  paper  samples. 


115. 


Drawing-Book 

Gray  cover  paper,  i  piece,  4|"x  12" 
White  book  paper,  2  pieces,  9"x  12" 
Coarse  linen  thread,  15" 
Large  needle,  pencil 


BOOK    PAPER    9"x  12" 


BOOK    OPEN    4%"x  12" 


BOOK    CLOSED 


DIRECTIONS: 

a.  Fold  book  paper  bottom  to  top,  having  length  of  paper 

horizontal. 

b.  Fold  left  to  right. 


25 


PAPER       AND       CARDBOARD       CONSTRUCTION 


26 


BOOK     PROBLEMS 


c.  Fold  cover  paper  left  to  right. 

d.  Place  book  paper  inside  of  cover  paper. 

e.  Sew  and  tie  as  in  number  113. 

NOTE: — Use    for    drawings: — flowers,    grasses,    fruits,    vege- 
tables or  small  objects. 

116.     Laundry  List 

Manila  paper,  2  pieces,  9"x  12" 

Silk  cord,  8" 

Eyelet 

Eyelet  punch,  letter  opener,  pencil 


I 


MANILA    PAPER    9"x  12" 


FINISHED    LIST 


DIRECTIONS  : 

a.  Fold  two  pieces  manila  paper  with  right  edge  two-thirds 

distance  to  left  edge. 

b.  Fold  left  edge  to  crease. 

c.  Fold  top  to  bottom. 

d.  Fasten  eyelet  near  center  of  top. 

e.  Tie  loop  of  cord  thru  eyelet  for  hanging. 

f.  Tear  leaves  apart  with  letter  opener. 

g.  Write  "Laundry  List"  upon  outside. 


27 


PAPER       AND       CARDBOARD       CONSTRUCTION 

NOTE:— Use  to  record  articles  sent  to  the  laundry  so  as  to 
check  up  proper  return.  Other  uses  than  as  Laundry  List  may 
be  suggested  and  the  name  changed  accordingly. 


LAUNDRY   LISTS 


28 


BOOK     PROBLEMS 


211.     Paper  Portfolio 

Cover  paper  or  press  board,  i  piece,  6"x  9" 
Stay  tape,  i  piece,  9"  long 
Scissors,  pencil,  rule 


TAPE    ON    BACK 
OF   PORTFOLIO 


FRONT    COVER 

3"x  8" 


COVER     PAPER    6"x  8" 
CUT  FROM   6"x  9" 

DIRECTIONS  : 

Lay  out  cover  paper  6"x  8",  and  cut  to  size.     Measure 
from  lower  corner  and  mark  each  edge  of  paper,  con- 
nect marks,  cut  to  line. 
Fold  left  to  right. 
Stick  stay  tape  over  fold  and  cut  ends  even  with  top  and 

bottom  of  portfolio. 

NOTE: — This  may  be  used  for  carrying  folded  letter  paper, 
or  clippings,  or  school  work.  It  is  a  convenient  size  for  the 
pocket.  By  making  the  folder  from  9"  square  stock,  it  will  be 
4j"  x  9",  suitable  for  carrying  a  large  variety  of  folded  papers. 
It  may  seem  desirable  to  make  both  sizes. 


a. 


b. 


c. 


i  '  1  '  i  '  !. 


It  is  best  to  begin  measuring  from  a  clear  mark  a  little 
distance  from  edge  of  rule,  if  such  rules  be  available,  as  indicated 
in  the  sketch.  It  is  best  also  to  make  all  measurements  in  one 


29 


PAPER       AND       CARDBOARD       CONSTRUCTION 


direction  without  moving  the  rule,  so  as  to  avoid  multiplying 
errors.  In  the  sketch  measurements  are  i",  7",  and  i",  begin- 
ning at  left  edge.  Pupils  must  be  kept  on  their  guard  in  adding 
the  smaller  measurements. 

212.     Paper  Portfolio  with  Laps. 

Heavy  cover  paper,  i  piece,  9"x  12". 
Stay  tape,  i  piece,  19"  long. 
Rule,  pencil,  scissors. 

'fr. 


^v 

r-Hh 


INSIDE    OF    PORTFOLIO 


TAPE    SHOWN    OX    BACK 


DIRECTIONS  : 
a.     Lay 


out  three  4  inch  measurements  across  top  and 
bottom  of  9"x  12."  cover  paper,  and  connect  these 
with  straight  lines. 


b. 


c. 

d. 
e. 
f. 


Set  off  i  inch  measurements  from  each  corner,  and  con- 
nect across  corners  as  shown  in  drawing. 
Cut  off  corners. 

Fold  right  edge  nearly  to  first  line. 
Fold  left  edge  nearly  to  this  crease. 
Unfold  and  stick  pieces  of  stay  tape  over  creases  along 

the  back  of  portfolio. 

NOTE: — This  is  .to  be  used  for  the  same  purpose  as  number 
211  but  has  the  advantage  that  it  holds  papers  more  securely. 
213.  Book  of  Designs. 

Gray  cover  paper,  3  pieces,  6"x  9". 

White  book  paper,  i  piece,  9"x  12". 

Coarse  linen  thread,   18". 

Paste. 

Scissors,  rule,  pencil,  needle. 


30 


BOOK  PROBLEMS 


COVER    PAPER    6"x  9" 
LAID    OUT    6"x  8" 


/ 

X 

B 

DESIGN 

INSIDE    OF    BOOK 
READY    TO    TIE 

COVER    OF 
X>K  —  3"x  < 

DIRECTIONS  : 

a.  Lay   out   each   piece   of   cover   paper  8  inches   up   from 

bottom  edge  and  cut  to  6"x  8". 

b.  Fold  left  to  right  and  place  two  pieces  inside  of  third, 

which  will  serve  as  cover. 

c.  Sew  down  a  little  distance  below  center,  up  a  little  dis- 

tance above  center,  down  near  top,  up  thru  second 
hole,  down  thru  first  hole,  up  near  bottom. 

d.  Tie  square  knot  at  first  hole. 

NOTE: — Cut  units  of  design  suitable  for  borders  or  "all  over" 
repeat  patterns  from  white  paper  and  paste  in  the  book  when 
complete.  Front  cover  of  book  may  have  a  small  unit  of  design 
mounted  just  above  the  center,  or  pupil  may  print  DESIGN  on 
the  cover,  or  a  printed  label  may  be  fastened  on  with  paste. 

214.     Weather  Record. 

India  tint  book  paper,  2.  pieces,  6"x  9". 

Black  plain  cover  paper,  i  piece,  3"x  6". 

Dark  blue  cover  paper,   i  piece,  3"x  6". 

White  book  paper,  i  piece,  3"x  6". 

Paste. 

Scissors,  needle. 


31 


PAPER       AND       CARDBOARD       CONSTRUCTION 


BOOK  PAPER — 6"x  9" 


BOOK  OPEN- 


INSIDE  PAGE 


DIRECTIONS  : 

a.  Fold  bottom  to  top. 

b.  Fold  left  to  right. 

c.  Sew  as  in  number  113. 

d.  Cut  standard  weather  flags  from  blue  and  black  plain 

cover  paper,  and  from  white  book  paper. 

e.  Paste  one  of  each  kind  of  flag  upon  front  cover  of  book. 

NOTE: — Save  the  extra  flags  for  inside  of  book  to  indicate  the 
weather  for  any  given  week  or  more.  The  proper  flag  for  a  day 
may  be  pasted  in  its  proper  square  in  the  afternoon.  Government 
flags  are  displayed  from  10:00  a.  m.  until  sunset,  to  indicate  the 
weather  for  the  following  day.  The  weather  signals  are  as 
follows : 


White  flag — clear  and  fair  weather. 

Blue  flag — rain  or  snow. 

Black  triangular  flag — temperature  signal,  in- 
dicating rising  temperature  when  placed  above 
another  flag,  and  falling  temperature  when  placed 
below. 

White  and  blue  striped  flag — local  showers. 

32 


PP 


COVER 


PAPER       AND       CARDBOARD       CONSTRUCTION 

215.     Receipt-Book. 

Cover  paper,  i  piece,  6"x9". 
Bond  paper,  2  pieces,  9"x  12." . 
Binders'  cloth,  I  piece,  i"x9". 
Silk  floss,   15". 
Scissors,  needle,  pencil. 


COVER     PAPER          PAPER    IN    COVER 


BOND     PAPER — 9"x  12" 

DIRECTIONS  : 

a.  Fold  bond  paper  right  to  left,  bottom 

to  top,  left  to  right. 

b.  Lay  out  and  cut  cover  5"x  6V- 

c.  Fold  cover  left  to  right. 

d.  Sew  bond  paper  into   cover,  one   section   inside  of  the 

other. 

e.  Cut  strip  of  binders'  cloth  i"x6J"  and  glue  on  back  of 

book  to  cover  sewing. 

f.  Letter  the  front  cover  COOKING  RECEIPTS. 

NOTE: — Stay  tape  may  be  used  in  place  of  the  binders'  cloth 
but  it  is  a  bit  more  clumsy.  A  more  useful  book  may  be  made 
if  three  or  four  sheets  of  paper  are  used,  making  48  or  64  pages. 

34 


BOOK     PROBLEMS 


216.     Note-Book. 

Cover  paper,  i  piece,  6"xg". 

Manila  paper,  2  pieces,  9"x  12". 

Linen  thread,  24". 

Glue. 

Scissors,  needle,  pencil. 


MANILA    PAPER — 9"x  12"  COVER  PAPER — S"x 


y 
f 


STEPS    IN    SEWING    TWO    SECTIONS 


35 


PAPER       AND       CARDBOARD       CONSTRUCTION 

DIRECTIONS  : 

a.  Fold  manila  paper  right  to  left,  bottom  to  top,  left  to 

right. 

b.  Lay  out  and  cut  cover  5"x6i",  and  fold  as  shown. 

c.  Sew  the  two  sections  of  the  book  together  starting  above 

the  center  of  one  section,  and  following  steps  shown 
in  cut,  fastening  ends  with  square  knot. 

d.  Spread  glue  along  inside  crease  of  cover,  one-half  inch 

wide. 

e.  Press  book  into  cover. 

f.  Write  or  print  NOTES  upon  front  cover. 

NOTE: — This  is  the  first  problem  involving  the  sewing  of 
sections  together  in  bookbinding.  The  process  has  been  sim- 
plified to  the  easiest  steps  possible.  Problems  following  this 
have  also  been  modified  to  suit  conditions  of  the  usual  class 
room  without  extensive  equipment. 

217.     Paged  Blank  Books. 
OCTAVO  SIZE 

White  book  paper,  i  piece,  9"x  12." . 

Heavy   cover  paper,    i   piece,  6"x  9". 

Thread,  15". 

Needle,  scissors,  pencil. 
DIRECTIONS  : 

a.  Letter  sheet, — A,  B,  C,  D,  as  indicated  in  drawing. 

b.  Place  sheet  in  position  so  that  A  B  will  be  at  top  of 

paper  and  C  D  at  the  bottom. 

c.  Fold  right  to  left. 

d.  Fold  bottom  to  top. 

e.  Fold  left  to  right. 

f.  Open  sheet  and  place  in  original  position, — A  B  at  the 

top. 

g.  Place  numbers  for  pages  on  front  of  sheet  as  indicated 

in  the  drawing, 
h.     Turn   sheet  over  so  that   D   is   under  upper  left   hand 

36 


BOOK  PROBLEMS 


corner    and    write    numbers    as    indicated    in    second 
drawing, 
i.     Fold  sheet  again  in  the  same  wav  that  it  was  first  folded. 


FRONT    OF    SHEET 


_  D,  U/toen 


BACK    OF    SHEET 


j.     Cut  cover  $"x6¥'  and  fold. 

k.     Insert  folded  sheet  in  cover,  sew,  and  tie. 

1.     Tear  leaves  with  paper  knife  or  back  of  scissors. 


NOTE: — Sheet  must  be  folded  the  same  in  "i"  as  it  was  folded 
in  "c,"  "d/'  "e,"  or  the  paging  will  not  be  correct. 


DUODECIMO  SIZE  BLANK  BOOK 

Heavy  cover  paper,  i  piece,  6"x  9". 
White  book  paper,   i  piece,  9"x  12". 
Thread,   15". 
Needle,  scissors,  pencil. 


37 


PAPER       AND       CARDBOARD       CONSTRUCTION 


B.  UHo 


FRONT   OF    SHEET 


BACK    OF    SHEET 


DIRECTIONS: 

a.  Place  paper  on  desk  with  A  B  at  bottom. 

b.  Fold  bottom  edge  up  two-thirds  distance  to  top. 
Fold  top  edge  down  to  fold. 

Fold  right  edge  to  left  edge. 
Fold  bottom  to  top. 

Unfold  sheet  and  place  in  such  a  position  that  A  is  in 
the  upper  left  hand  corner,  and  B  in  the  lower  left 
hand  corner. 

Number  pages  as  indicated  in  drawing. 
Reverse  sheet  so  that  B  will  be  under  the  upper  left  hand 

corner  and  A  under  the  lower  left  hand  corner. 
Number  pages  on  back  of  sheet  as  indicated  in  drawing. 
Refold  sheet  in  same  manner  as  it  was  first  folded. 
Cut  cover  4/J"x  5"  and  fold. 
Insert  folded  sheet  in  cover  and  sew  as  before. 


c. 
d. 
e. 
f. 


h. 


i. 

j- 
k. 
1. 


NOTE: — These  problems  furnish  opportunity  for  the  teacher 
to  explain  to  the  pupils  how  a  book  is  printed,  folded,  sewed, 
trimmed,  and  bound.  Booklets  with  16,  18,  32,  36,  or  48  pages 
may  be  worked  out  as  supplementary  problems.  The  printer 
usually  prefers  to  fold  into  8,  16,  or  32  pages  in  order  that  the 


38 


BOOK  PROBLEMS 


folding  may  be  done  from  edge  to  edge.  Some  of  the  other 
foldings  and  pagings  are  given  below.  The  stock  for  each  book 
is  9"x  12"  and  a  cover  is  planned  to  allow  y  projection. 


L 

T 

H 

|' 

?  1 

<0 

S 

Of 

,/ 

9 

It 

c\ 

tf 

/fc 

'1 

3 

X 

5<o 

1 

B 

I; 

h&Z 

»#*£#*<*#?• 

I1*                       *y                        —  -i 

t 

\ 
i 

J 

ti 

<0 

i 

V 

!! 

i 

y 

U0d 

—           *;"       •*—- 

/S 


SECTION    OF    16    PAGES 


A  section  of  16  pages  may  be  made  by  folding  R  to  L,  T  to 
B,  M  to  C. 

The  illustration  shows  the  paging  on  both  sides  of  the  sheet. 

In  the  two  lower  drawings  are  shown  a  single  page  and  the 
open  book  in  its  cover. 


39 


PAPER       AND       CARDBOARD       CONSTRUCTION 

I 

1. 

I 

V 

K 

A  section  of 
24    pages    may 

L 

T 
C 

an 

K 

x/ 

1 

M 

6> 

^ 

0? 

9 

be      made      by 
folding  R  to  L, 
M  to  T,  B  to  C, 

T      tr>    T 

/o 

'5 

B 

1 
1 

This      is      a 
difficult      fold 
and    not    often 

•4tfJn 

J-f!?  23Z 

SECTION    OF    24    PAGES 

employed.        A 
commonly  use  two 

t- 

printer  would  more 

3 

^ 

j    sheets,  one  of  16  pages  and  one  of  8 
^  pages. 

U*^     p*?is£| 

J 

/< 

V 

i 

•o 

J' 

•o 

I 

1 

p; 

& 

A  section  of 
32    pages    may 
be      made      by 
folding  B  to  T, 
R   to    L,   M   to 
K,  ]  to  K. 
This     is     as 
many  pages   as 
usually      fold 
well  together  in 
10  thin  book  paper 
>lded  into  64  pages 
:  work. 

L 

>w 

s>/ 

Of 

/V 

/s 

" 

£1 

SO 

/j 

r 

of 

9 

ff 

6? 

/5- 

-#'-k, 

*  §*??  ^  J  **" 

SECTION    OF    32    PAGES 

i  single  section,  altl 
may  sometimes  be  fc 
Dr  more  in  pamphlei 

IVMM^MH 

•J 

1 

er 

i 

40 


BOOK     PROBLEMS 

A  section  of 
36    pages    may 
be      made      by 
folding  M  to  T, 
B  to  C,  K  to  L, 
T  to  N,  L  to  N. 
In    place   of 
this    sized    sec- 
tion it  is  more 
practical  to  fold 
pages  and  one  of 
ce  here  in  careful 
worth  the  attempt 
1. 

A  section  of 
48    pages    may 
be      made      by 
folding  B  to  T, 
M  to  L,  R  to  J, 
J  to  K,  N  to  K. 
Three      sec- 
tions      of       16 
pages    each,    or 
one  of  32  pages 
ire  more  generally 

& 

L 

J// 

n 

K 

u 

C 

, 

V- 

6-r 

Of 

s/ 

ff 

i 

i 

/? 

91 

97 

rr 

6- 

6 

JO 

7 

ta 

'3 

3 

J 

1 

i? 

a 

xa 

-?Z 

j-^U^W-j'^U-j'-^ 

SECTION    OF    36    PAGES 

two   sections   of    16 

I 

J 

1 
i 

4  pages.     The  practi 
^   folding,  however,  is 
at  36  pages  in  schoo 

3f$& 

J 

i 
I 

•> 
\ 

V 

% 

• 

N 

« 

to 

-39 

T 

9 

S 

1 

L 

sy 

M 

s-/ 

a 

ff 

9/ 

srs- 

t-? 

£2' 

JO 

36 

/J 

£0 

Al 

p 

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a 

kA^ 

J—  J"— 

SECTION    OF    48    PAGES 

r     and  one  of  16  pages 
used  by  printers. 
V 

3 

•) 

U/^4 

^j-// 

41 


PAPER   AND   CARDBOARD   CONSTRUCTION 

311.     Scrap-Book. 

Colored  cover  paper,  i- piece,  9"x  12". 

Gray  cover  paper,  3  pieces,  Q"X  12". 

Glue. 

Rule,  pencil,  scissors. 


STEPS   IN 
ASSEMBLING 
SCRAP-BOOK 


GRAY    COVER   PAPER   READY   TO    FOLD 


DIRECTIONS  : 

Lay  out  three  pieces  gray  cover  paper  like  sketch,  cen- 
ter lines  to  be  •}"  apart  and  finished  pages  5i"x  9". 

These  are  for  the  leaves  of  the  scrap-book. 
Fold  left  edge  towards  right,  creasing  along  the  left  of 

the  three  center  lines,   and  unfold. 
Fold  right  edge  towards  left,  creasing  at  right  line,  and 

unfold. 

Turn  paper  over  and  fold  left  edge  to  right  edge. 
Lay  out  and  cut  colored  cover  paper  9"x  1 i-J".     This  is 

for  the  cover  of  the  scrap-book. 
Fold  left  edge  of  cover  nearly  to  the  right  edge   (allow 

about  £")    and   unfold.     See  third   drawing  from   the 

top  at  right, 
g.     Fold  right  edge  nearly  to  the  left  and  unfold. 


a. 


b. 


c. 


e. 


f. 


42 


BOOK  PROBLEMS 


h.  Glue  leaves  into  cover,  spreading-  glue  for  nearly  half 
an  inch  along  the  inner  edge  of  cover  and  press.  See 
two  lower  drawings  at  the  right. 

NOTE: — This  book  may  be  used  for  mounting  magazine  clip- 


PAPER       AND       CARDBOARD       CONSTRUCTION 

pings  or  pictures  illustrative  of  school  work.  The  covers  may 
be  made  to  open  more  freely  if  an  extra  piece  of  cover  paper 
i"x9"  be  inserted  at  front  and  back  as  shown  in  second  drawing 
from  the  top  at  the  right. 

312.     Small  Sewed  Pamphlet. 

Book  paper,  3  pieces,  9"x  12". 

Cover  paper,  i  piece,  6"x9". 

Binders'  thread,  30". 

Glue. 

Rule,  scissors,  pencil,  needle. 


ONE    SECTION    BOOK    PAPER   4%"x  9" 
CUT    FROM    9"x  12" 


COVER   4^4"    SQUARE 
CUT    FROM    6"x  9" 


/^^^^2^2^2^2^2^2^^^:' 


STEPS    IN    SEWING 4a    AND   9a    SHOW    APPEARANCE    WHEN    TWO    SECTIONS    AND 

THREE    SECTIONS    ARE    COMPLETELY    SEWED 

DIRECTIONS  : 

a.  Lay  out  and  cut  three  pieces  book  paper  4^"x  9"  from 

9"x  12",  saving  the  larger  pieces  for  another  pamphlet. 

b.  Fold  bottom  to  top  and  left  to  right. 


44 


BOOK  PROBLEMS 


c. 


d. 


e. 


Sew  as  shown  in  steps  1-8,  beginning  inside  of  section 
A,  sewing  across  the  back  of  sections  A  and  B  near  the 
bottom,  into  section  B,  out  thru  the  middle  of  the  back 
of  section  B,  and  continue  as  illustrated,  finishing  by 
carrying  the  thread  into  the  middle  of  section  A, 
shown  at  "8",  and  tying  to  the  starting  thread  with  a 
square  knot. 

Cut  cover  4f"  square,  fold  as  in  number  311,  glue  edge 
of  sections  into  cover,  and  press. 

Put  simple  line  design  on  front  cover. 


NOTE:  —  Step  marked  43.  shows  the  appearance  after  step  4 
has  been  completed.  Step  Qa  shows  the  appearance  after  step  9 
has  been  completed. 

Other  sections  may  be  added  to  these  if  desired  in  the  same 
manner  as  C  is  added  to  B  in  step  5. 

A  larger  pamphlet  may  be  made  in  the  same  manner  as 
above,  but  bringing  in  an  extra  stitch  to  each  section,  and  using 
the  pieces  cut  off  from  the  stock  for  the  small  pamphlet.  The 
following  materials  are  required  : 

Book  paper,  6  pieces,  9"x  12". 

Book  paper,  3  pieces,  7^"  x  9",  left  from  small  pamphlet. 

Cover  paper,  i  piece,  9"x  12". 

Binders'  thread,  48". 

Glue. 

Rule,  pencil,  scissors. 


'        i 

*   i 

^i* 

v-// 

•I; 

'  \   ' 

i*     c 

i  ( 

1        [ 

«        r 

(          C 

1           !J| 

i 

i 

i 

A! 

V 

i 
i 

i 

i 

V 

1 

V. 

n 

N 

i 

STEPS    IN    SEWING    LARGE    PAMPHLET 

45 


PAPER       AND       CARDBOARD       CONSTRUCTION 

Lay  out  and  cut  six  pieces  book  paper  7|x  9",  and  use  the 
three  additional  pieces  left  from  the  small  pamphlet. 

Fold,  sew,  glue,  and  letter  as  in  small  pamphlet,  using  three 
pieces  of  paper  to  each  section. 

NOTE: — A  thicker  pamphlet  may  be  made  by  adding  extra 
pages  as  shown  in  the  following  drawing: 




i  , 

it     1! 

A,, 

"  U 

I/I 
i 
i 

r 

I 

1 
1 
(       1 

i 
i 
.1 

L  . 

I! 

| 

I 

1 

1 

1 



r«i      / 

ff         / 

7           ' 

e         / 

9             i 

o       no  * 

TWO    SECTIONS     ADDED    TO    LARGER     PAMPHLET 


313.     Sewed  Pamphlet  with  Reinforced  Back. 
Heavy  cover  paper,  i  piece,  6"x  9". 
White  book  paper,  3  pieces,  6"x  9". 
Binders'  cloth,    i   piece,    i^"x6". 
Thread,  20". 
Glue. 
Rule,  pencil,  scissors,  needle. 


FRONT    COVER 
4"X  6" 


DIRECTIONS  : 

a.  Cut   heavy   cover   paper  6"x  8"   for   cover,   and    fold   to 

4"x  6". 

b.  Cut  three  pieces  white  book  paper  for  leaves,  5f "x  ~j\" . 

c.  Fold  each  piece  to  3£"x  5^". 

(1.     Sew  leaves  together  same  as  in  number  312. 

e.     When  leaves  are  sewed  and  fastened  in  cover,  glue  strip 

of  binders'  cloth  around  back  of  pamphlet  and  place 

under  weight  until  dry. 


46 


BOOK  PROBLEMS 


314.     Cloth  Covered  Portfolio. 

Strawboard,  2  pieces,  4^"x  7^",  cut  from  6"x  9". 

Binders'   cloth,    i    piece,   9"x  12". 

Marble  paper,  i  piece,  9"x  12" ' . 

Glue,  paste. 

Rule,  scissors,  pencil. 


> 


PORTFOLIO    READY    TO 
GLUE    LAPS    OVER    EDGE 


LINING    PASTED 
INSIDE    OF    PORTFOLIO 


DIRECTIONS  : 

a.  Cut  binders'   cloth  8f"x  io3". 

b.  Locate  pieces  of  strawboard  on  binders'  cloth,  leaving 

y  between  them  as  indicated  on  the  drawing  and  draw 
line  around  each  piece. 

c.  Spread  a  thin  coat  of  glue  or  paste  on  one  side  of  binders' 

cloth  and  press  strawboard  firmly  into  place  on  the 
cloth.  In  applying  glue,  use  thin  piece  of  soft  wood 
or  stiff  piece  of  cardboard.  Paste  will  be  found  easier 
to  use. 

d.  Cut  off  corners  of  binders'  cloth  leaving  1A"  to  fold  up 

over  the  corner  of  the  strawboard. 

e.  Glue  strip  of  scrap  paper  in  the  middle  of  back  as  in- 

dicated at  A,  J  "x  ;f ". 

f.  Spread  glue  on  edges  of  cloth  and  fold  over  strawboard, 

— see  B.     Do  not  use  paste  here. 

g.  Cut  marble  paper  7|"x  9^"  for  lining. 

h.     Paste  in  place  over  strawboard.     While  paste  is  drying 
press  firmly  in  grooves. 


47 


PAPER       AND       CARDBOARD       CONSTRUCTION 

NOTE  : — This  portfolio  is  to  be  used  in  carrying  folded  papers. 
It  is  a  first  step  in  case  making  for  bookbinding.  The  small 
sewed  pamphlet,  number  312,  involves  the  sewing  of  several 
sections,  and  the  cloth  bound  book,  number  316,  shows  the  fast- 
ening of  the  sections  into  the  case. 


315.     Glued  Booklet. 

Heavy  cover  paper,  i  piece,  6"x  9". 

White  book  paper,  4  pieces,  6"x  9". 

Glue. 

Rule,  pencil,  scissors. 

DIRECTIONS  : 

a.     Cut  4  pieces  book  paper  5f"x  8f". 
Fold  cover  to  4^"x  6". 
Fold  leaves  to  fit  cover. 


K 


b. 
c. 

d. 


c. 


Run  a  little  glue  on  the  folded  edge  of  one  of  the  folded 
sections  and  insert  it  in  the  cover.  Repeat  the  process 
with  the  other  sections,  placing  each  one  in  the  pre- 
ceding one. 

Keep  folded  and  place  under  a  weight  until  glue  is  dry. 


NOTE  : — Several  sections  of  book  paper  may  be  placed  side  by 
side,  instead  of  one  in  the  other,  and  then  all  glued  into  a  double 
creased  cover  as  here  illustrated. 


BOOK  PAPER,  6"x 


COVER  PAPER,  6"x  9' 


48 


BOOK     PROBLEMS 


316.     Cloth  Bound  Book. 

Cloth  board,   i  piece,  9"x  12" . 

Binders'   cloth,   i   piece,  9"x  12". 

Cover  paper,  2  pieces,  9"x  12". 

Canvas  for  backing,  i  piece,  3"x  9". 

Print  paper,  i  piece,  f  "x  9",  i  piece,  ^"x  9",  20 
pieces,  9"x  12".  Instead  of  20  pieces  of  print 
paper  9"x  12",  anywhere  from  9  to  36  pieces  may 
be  used  according-  to  thickness  desired  and  time 
available.  This  will  provide  for  from  three  to  six 
sheets  to  a  section,  and  from  three  to  nine 
sections. 

Glue  and  paste. 

Binders'  thread,  60".  To  be  varied  for  a  greater  or 
less  number  of  sections. 

Rule,  pencil,  scissors,  needle,  knife,  cutting-board. 
A  piece  of  binders'  board  9"xi2",  or  n"xi4", 
will  be  found  satisfactory  for  a  cutting-board. 

DIRECTIONS  : 

a.  Make  case  for  book  same  as  number  314,  omitting  the 

marble  paper  used  for  lining.     For  size  see  page  50. 

b.  Lay  out  and  cut  9  or  more  pieces  of  print  paper  5 f  "x  8", 

and   fold   to  4"x  5f '. 

c.  Put  three  or  four  sheets  to  a  section,  one  folded  inside 

of  the  other,  and  sew  the  sections  together  as  in 
number  312.  If  larger  paper  be  used,  fold  it  as  il- 
lustrated in  number  217  on  pages  37  to  41. 

49 


PAPER       AND       CARDBOARD       CONSTRUCTION 


W///////////X////////S////. 


CLOTH    BOARD      PRINT 
CUT    4"x  6"          PAPER 


CLOTH   BOARD  AND  PRINT  PAPER 
GLUED  TO  BINDERS'  CLOTH 


LAPS      GLUED     OVER      EDGE     OF 

CASE  AND   SECTIONS   READY   TO 

GLUE    INTO   CASE 


SECTIONS  GLUED  INTO  CASE 
AND  LINING  PAPER  BEING 
PASTED  INSIDE  OF  COVERS 


SECTIONS      SECTIONS      BACKING 

FOLDED  SEWED       GLUED   TO 

TOGETHER      SECTIONS 


BACKING   GLUED   TO 

CASE— LINING 

PAPER    PASTED 

INSIDE   OF   COVER 


FINISHED   BOOK 

WITH    BACK 

ROUNDED 


d.  Glue  strip   of  canvas  backing,  cut  to  2|"x  6",  against 

sewed  edges  and  press  the  \"  strip  of  paper  against  the 
glue  as  it  is  forced  thru  the  canvas.  Allow  to  dry  with 
paper  attached  as  shown  above.  See  third  drawing  in 
bottom  row. 

e.  When  dry   (next  day)   glue  these  canvas  projections  to 

the    inside   of   covers.      Press    firmly   with   one   hand 


50 


BOOK  PROBLEMS 


against  a  piece  of  scrap  paper  while  holding  the  leaves 
of  the  book  straight  up  from  the  covers. 
Insert  a  piece  of  scrap  paper  between  covers  and  end 


CLOTH    BOUND    BOOK 


sheets  at  both  front  and  back  of  book,  close  the  book, 
and  put  under  pressure  for  a  few  minutes,  or  until 
next  day.  Be  sure  the  back  of  the  book  is  smoothly 
rounded. 

51 


PAPER       AND       CARDBOARD       CONSTRUCTION 

g.  Cut  two  pieces  of  cover  paper  for  lining,  5f "x  7f  ",  or  of 
such  size  as  will  fit  properly,  and  paste  against  inside 
of  cover  and  for  a  quarter  of  an  inch  up  against  the 
end  leaves  of  book.  Put  under  pressure  of  heavy  books 
or  into  a  letter  press. 

h.  When  dry,  the  outside  of  front  cover  may  be  decorated 
by  a  simple  outline  in  water  color. 

NOTE: — Writing  paper,  drawing  paper,  or  manila  paper  may 
be  used  in  place  of  print  paper,  and  any  number  of  sections  may 
be  used,  or  several  printed  pamphlets  may  be  sewed  together. 
Economy  of  material  and  ease  of  manipulation  will  require  that 
not  over  three  or  four  sheets  be  put  into  a'  section  and  that  not 
over  five  sections  be  used. 

If  hand  screws  or  vises  be  available,  the  back  of  the  book  may 
be  rounded  with  a  hammer  as  shown  in  the  illustration  at  the 
right  of  the  lower  row  on  page  50.  This  form  can  be  suggested 
by  working  with  the  fingers.  It  provides  a  place  for  the  sewing, 
and  allows  the  covers  to  lie  evenly. 

It  may  seem  desirable  to  start  with  a  smaller  book  and  make 
two  books,  or  to  omit  the  larger  book  altogether. 


411.     Pocket  Paper  File. 

Medium  tag  board,  2  pieces,  9"x  12". 

Glue. 

Rule,  scissors,  pencil. 


f 

~-to- 

'                                ' 

STEPS    IN    MAKING   POCKET   PAPER    FILE 


52 


BOOK     PROBLEMS 


DIRECTION'S: 

a.  Cut  5  pieces  of  tag  board,  each  3f"x7f". 

b.  Lay  out  and  cut  tabs,  A,  B,  C,  D, — as  indicated  in  the 

small  scale  drawing  on  front  cover  at  left  on  page  52. 
Each  tab  is  to  be  made  f "  longer  than  the  one  above  it. 


TAG    BOARD    PAPER    FILES 


e. 


Fold  one  piece  for  the  cover  as  indicated  in  the  lower 
drawing  at  the  left, — i. 

Fold  the  other  three  pieces  as  shown  in  the  lower  draw- 
ing,— 2  and  3. 

Glue  folded  part  of  No.  2  into  No.  i ;  folded  part  of  No... 
3  to  No.  2,  and  so  on  until  all  are  glued  together. 

Fold  the  top  piece  around  the  others  and  glue. 

53 


PAPER       AND       CARDBOARD       CONSTRUCTION 


NOTE  :  —  Measuring,  folding,  and  gluing  must  be  accurately  and 
carefully  done  or  the  edges  of  the  finished  file  will  not  be  even. 
The  photograph  shows  the  pocket  paper  file  and  also  the  next 
problem  —  the  desk  paper  file. 

412.     Desk  Paper  File. 

Heavy  tag  board,  4  pieces,  9"x  12". 

Glue. 

Rule,  pencil,  scissors. 


b. 


DIRECTIONS  : 

a.     Cut  4  pieces  8£"x  9". 

Lay   out   and    cut   tabs    in    same 

manner     as     in     number     411. 

Tabs  are  to  be  made  f"  wide 

and  2.\"  long. 
Fold  each  sheet  7"  from  tab  edge. 

The  top  sheet  which  is  to  fold 

around  the  others  will  require 

a  second  fold  the  same  as  in 

number  411. 
Letter  or  number  the  tabs  to  be 

used   for   markers.      One   suggestion    is   given    in 

above   drawing. 


DESK    PAPER    FILE 


the 


e.     Glue  together  and  put  under  a  heavy  pressure, 
the  same  order  as  in  number  411. 

413.     Note-Book  Covers. 

A.     END  OPENING  COVER 
Strawboard,  2  pieces,  6"x  9". 
Binders'  cloth,  2  pieces,  3"x  6". 
Heavy  cover  paper,  2  pieces,  6"x  9". 
Marble  paper,  2  pieces,  6"x  9". 
Glue,  paste,  eyelets. 
Rule,  pencil,  scissors,  eyelet  punch,  knife. 

54 


Follow 


BOOK  PROBLEMS 


STRAWBOARD    5"x  6^4" 

AND  24"x  5"  BINDERS' 

CLOTH    UNDER 


BINDERS     CLOTH  REVERSE    SIDE 

FOLDS    GLUED    OVER      WITH    COVER    PAPER 
COVER    PAPER    UNDER         PASTED    DOWN 


DIRECTIONS  FOR  FRONT  COVER: 

a.  Cut  one  piece  of  strawboard  5"x  7"  and  cut  strip  from 

end  if"x  5"-  These  two  pieces  are  to  be  fastened  to 
binders'  cloth  as  shown  in  the  first  drawing. 

b.  Cut  one  piece  of  binders'  cloth  2|"x  6".     This  is  to  be 

used  as  a  hinge  for  the  front  cover. 

c.  Place  the  two  pieces  of  strawboard  %"  apart  over  bind- 

ers' cloth  as  shown  at  B  B.  Draw  lines  on  cloth  to 
indicate  exact  position  of  pieces  of  strawboard  and  cut 
corners  as  illustrated. 

d.  Spread  paste  or  glue  on  binders'  cloth  where  it  is  needed 

to  fasten  to  boards.  Use  a  brush  for  paste  or  a  clean 
piece  of  wood  with  a  chisel  edge  for  glue. 

e.  Place  pieces  of  strawboard  as  indicated  by  the  lines  on 

the  cloth  and  press  firmly.  Put  in  press  if  one  is 
available. 

f.  Apply  glue  to  edge  of  cloth  and  fold  over  the  strawboard. 

Put  under  weight  until  glue  is  set. 

g.  Cut  one  piece  of  heavy  cover  paper  6"x  7".    This  is  for 

the  outside  of  front  cover, 
h.     Apply  paste  to  heavy  cover  paper  and  set  in  place  on 

the  strawboard.     See  second  drawing  above, 
i.     Fold   edges   over   strawboard   and   fasten   with   paste   or 

glue.     Outside  of  cover  is  shown    in    third    drawing 

above. 

55 


PAPER       AND       CARDBOARD       CONSTRUCTION 

j.  Cut  one  piece  of  marble  paper  4f"x  7^".  This  is  a  lin- 
ing to  the  front  cover. 

k.  Paste  marble  paper  in  place.  This  should  extend  over 
the  edges  of  the  cover  paper  and  to  £"  from  edge  of 
boards. 

1.  Punch  holes  and  set  eyelets  near  the  edge.  This  is  shown 
in  the  drawing  at  the  right. 

NOTE: — The  back  of  the  note-book  cover  is  made  in  the  same 
manner  as  the  front  except  that  the  strawboard  is  in  one  piece 
and  there  is  no  hinge.  If  desired  the  back  can  be  made  hinged 
the  same  as  the  front.  To  do  this  it  is  necessary  to  have  two 
strips  of  strawboard  as  at  B  instead  of  one. 

The  back  must  be  made  the  full  size  of  the  front,  including 
hinged  end. 

B.     SIDE  OPENING  NOTE-BOOK  COVER 
Strawboard,  2  pieces,  8"x  lof",  cut  from  9"x  12". 
Binders'  cloth,  2  pieces,  I2"x  12". 
Marble  paper,  2  pieces,  Q"X  12". 
Glue,  paste,  6  eyelets. 
Rule,  pencil,  scissors,  eyelet  punch,  knife. 


INSIDE    OF    NOTE-BOOK    COVER 


56 


BOOK     PROBLEMS 


57 


PAPER       AND       CARDBOARD       CONSTRUCTION 

DIRECTIONS: 

a.  Cut  each  piece  of  strawboard  f"  from  one  edge. 

b.  Cut  two  pieces  of  binders'  cloth  each   n"x  12". 

c.  Locate  strawboard  on  binders'  cloth. 

d.  Apply  glue  to  strawboard  and  press  in  place  on  cloth. 

If  easier  apply  glue  to  binders'  cloth. 

e.  Cut  corners  of  cloth  within  y  of  strawboard. 

f.  Fold  edges  and  glue.     Wide  lap  on    hinge    should    be 

folded  after  top  and  bottom  are  folded. 

g.  Cut  two  pieces  of  marble  paper  8"x  ic4". 
h.     Paste  marble  paper  in  place. 

i.     Punch  holes  and  set  eyelets  as  indicated  in  drawing. 

414.     Portfolio  with  Cloth  Corners. 

Cloth  board,  2  pieces,  9"x  12". 

Binders'  cloth,  i  piece,  3"x  12". 

Binders'  cloth,  i  piece,  5"x  5". 

Marble  paper,  2  pieces,  9"x  12". 

Marble  paper,  i  piece,  i£"x  12". 

Glue  and  paste. 

Rule,  pencil,  scissors. 
DIRECTIONS  : 

a.  Cut   binders'   cloth   2^"x  12",   from   piece   3"x  12". 

b.  Cut  two  pieces  of  cloth  board  8"x  ic4"  from  9"x  12". 

c.  Glue  cloth  board,   B,  C,  to  binders'  cloth.  A,  as  shown 

at  step  i. 

d.  Fold  cloth  over  top  and  bottom  and  glue  down  flat,  cut 

four  corners  of  binders'  cloth,  D,  E,  F,  G,  each  five 
inches  along  the  slant  line  and  glue  in  place  as  shown 
at  step  2. 

e.  Cut  two  pieces   cover  paper  8"x  12"   with   two  corners 

of  each  cut  away  3f  "x  3^"  and  paste  over  back  of  port- 
folio, lapping  over  cloth  back  at  center  a  fourth  of 
an  inch,  as  shown  at  H,  K,  in  step  3. 

f.  Paste  laps  of  9over  paper  inside,  and  paste  strip  of  mar- 

ble paper  i^"x  io\"  over  center  inside  as  shown  at  L 
in  step  4.  58 


BOOK  PROBLEMS 


PAPER   AND   CARDBOARD   CONSTRUCTION 


g.     Paste  sheets  of  marble  paper  8"x  io\"  over  inside  of  port- 
folio as  shown  at  M,  N,  in  step  5. 

NOTE: — This  may  be  used  for  carrying  drawings  or  written 
work,  and  may  be  made  in  a  variety  of  sizes.  The  following 
drawing  illustrates  another  way  of  fitting  the  corners : 


c> 


In  this  portfolio  a  heavy  gray  cover  paper  for  the  body  and 
a  darker  gray  for  the  corners  and  back  make  a  very  satisfactory 
combination.  Light  gray  may  be  used  for  the  lining  or  marble 
paper  may  be  used. 

The  order  of  procedure  is  as  follows : 

a.     Cut  one  strip  of  dark  gray  paper  2^"x  19".     One  strip 
2^"x  12"  and  one  2^"x  8|"  will  answer  if  the  long  strip 
is  not  available. 
Paste  this  strip  around  the  edges  of  the  strawboard  to 

form  the  hinged  back  of  the  portfolio. 
Make  four  corners  from  one  piece  of  heavy  cover  paper 
4"x  4"  or  5"x  5".     For  method  of  making  these  cor- 
ners see  number  433,  or  number  414. 
Fasten  corners  with  paste  or  glue.     In  place  of  putting 
corners  on  at  this  stage,  it  is  possible  to  put  them  on 
after  step  "f"  and  leave  them  unpasted  over  outside  of 
cover. 

Cut  two  pieces  heavy  cover  paper  6i"x  10"  for  outside 
of  covers. 


b. 


c. 


d. 


60 


BOOK  PROBLEMS 


f.  Cut  corners,  fold  edges  over  strawboard,  and  paste  as  in 

steps  3  and  4,  page  59. 

g.  Cut  two  pieces  of  thin   gray  paper  each   5^"x  8}"   for 

lining, 
h.     Paste  lining  in  place. 

415.  Bound  Scrap-Book. 

Strawboard,  2  pieces,  6"x  9". 
Binders'  cloth,  i  piece,  ioi"x  14^". 
Colored  cover  paper,  I  piece,  9"x  12". 
Gray  cover  paper,  3  pieces,  9"x  12". 
Canvas  for  backing,   i   piece,  3"x  8|". 
Glue,  paste. 
Rule,  pencil,  scissors. 
NOTE: — See  cuts  under  numbers  311  and  316. 

DIRECTIONS  : 

a.  Cut  the  three  sheets  of  gray  cover  paper  8i"x  12". 

b.  Fold   these   and   fasten   them    together   the   same   as   in 

number  311  for  the  body  of  the  book.  The  folds  in 
the  middle  of  the  sheet  should  be  only  \"  apart  and 
the  finished  pages  should  be  5f  "x  8i". 

c.  Glue  strip  of  canvas  to  the  back  of  the  book,  as  in  num- 

ber 316.  Place  a  narrow  strip  of  paper  upon  the  can- 
vas to  take  up  the  glue  as  it  conies  thru. 

d.  In  making  the  cover  vise  the  same  method  as  in  316. 

e.  Set  the  body  of  the  book  in  the  cover  and  put  in  the 

fly  leaves  as  in  number  316. 

NOTE: — The  boards   may  be  covered   with   paper   instead  of 
cloth  and  it  may  be  made  with  or  without  corners. 

416.  Bound  Drawings. 

Heavy  cover  paper,  2  pieces,  size  to  suit  the  size  of 

drawing  paper  used. 
Crochet  cotton. 
Rule,  pencil,  scissors,  needle. 

61 


PAPER       AND       CARDBOARD       CONSTRUCTION 

DIRECTIONS  : 

a.  Lay  off  points  on  one  end  of 

the  cover  for  the  punch- 
ing of  the  holes.  These 

holes  should  be  about  one          .___  COLOR 

inch  from  the  end  and 
about  three-fourths  of  an 
inch  apart. 

b.  A  neat  and  firm  method  of  sewing    is    shown    in    the 

drawing  at  A. 

c.  Title  may  be  written  or  printed  on  the  front  cover. 

NOTE: — This  problem  is  given  as  one  of  the  ways  of  putting 
into  neat  and  permanent  form  the  drawing  plates  that  the  chil- 
dren have  made  in  their  drawing  lessons.  These  drawings  should 
be  selected  and  arranged  according  to  the  drawing  subjects. 

417.     Rebound  Book  or  Bound  Magazines. 

This  work  may  be  given  in  the  fourth  grade  but  is  rather 
too  difficult  there.  It  is  more  suitable  for  fifth  and  sixth  grades. 
If  this  work  is  attempted  in  the  sixth  grade  the  book  may  be 
taken  apart  in  sections  and  re-sewed.  Then  it  is  bound  as  the 
bookbinder  would  bind  it.  For  the  fifth  grade  the  following  is 
suggested : 

DIRECTIONS  : 

a.  Remove  the  cover  of  the   magazine   and  apply  a   little 

paste  to  the  back  of  the  magazine  to  loosen  the  bits 
of  paper  and  glue  which  remain. 

b.  Glue  strip  of  canvas  on  back  in  same  manner  as  in  num- 

ber 316. 

c.  Make  a  cover  similar  to  that  in  number  316. 

d.  Set  book  in  cover  and  glue  the  canvas  to  the  boards 

only. 

e.  Paste  in  fly  leaves  and  put  in  press. 

62 


BOOK     PROBLEMS 


BOUND    BOOK    WITH    CLOTH    BACK 


NOTE: — On  page  64  is  illustrated  the  arrangement  of  book 
problems  as  planned  for  the  first  four  grades.  Names,  numbers 
and  sizes  are  indicated  for  comparison  and  quick  reference. 

63 


PAPER   AND   CARDBOARD   CONSTRUCTION 


113 


11,3 


115 


MOUNTING 


MWtnFOm  POCKET  HOTE  BOOKS       BW/HfOllMS 

Jl5 


LAWWLIST 


2\\ 


DESIGN 


217         2\7         217        217       \2\7 


BLAfJtf        &OOK& 


311 

CLIPPIH6S 


312 

JI2 

/"'     ^ 

g$4f 

aumtaMHiff   »•*?*? 

S£WED  fXMPHLET  CLOTH  PORTFOLIO 


POC/fET  fiVf/f  F/lf 


CLVIOBMXUT       UOTHBOOK 


DESK  PAPE/t  F/U 


/3^/r  COVERS 


415 


5<?W5  MAWWG3 


417 

TITLE 


Any  size 


BOUW  S(/UP  BOOK 


fVKTFOLIOS  WITH  CLOTH  COftA/f.fS 

BOOK  PROBLEMS   ARRANGED  BY   GRADES 


64 


Ill 

BOX  PROBLEMS. 

IN  the  selection  of  problems  for  elementary  construction  in 
paper  and  cardboard,  the  small  box  takes  a  place  second 
only  to  the  booklet.  Both  are  important  industrially  and 
both  furnish  good  drill  in  the  careful  manipulation  of  tools  and 
material.  The  increased  use  of  the  box  as  a  method  of  hand- 
ling goods  for  the  market,  and  the  great  variety  of  boxes  used, 
show  the  value  of  the  field  for  school  purposes. 

Many  uses  of  the  box  occur  to  the  live  teacher.  The  collec- 
tion of  materials  for  science,  the  storage  of  small  supplies,  the 
planting  of  seeds,  exhibits  of  illustrative  material  of  many  kinds, 
and  the  meeting  of  temporary  needs  as  they  appear,  all  furnish 
interesting  connections  between  the  hand  work  processes  and 
the  uses  of  box  problems.  Special  shapes  and  types  of  con- 
struction not  illustrated  in  this  chapter  will  be  needed,  but  the 
drawings  and  directions  may  be  of  service  in  making  these 
adaptations. 

It  is  obvious  in  public  school  classes,  especially  in  the  lower 
grades,  that  simple  hand  processes  where  the  pupil  makes  the 
entire  project  from  beginning  to  end,  must  form  the  basis  for  a 
course  in  elementary  construction. 

It  is  desirable,  however,  that  common  factory  methods  of 
box  making  be  illustrated  and  described,  and,  if  possible,  a  few 
pieces  of  work  turned  out  by  a  modification  of  this  duplicating 
process. 

The  arrangement  of  box  problems  by  grades  with  kinds  of 
material  to  be  used,  is  as  follows : 

FIRST  GRADE 

121  Square  box    (Thin  tag  board). 

122  Square   tray    (Medium   tag  board). 

123  Rectangular  tray   (Heavy  tag  board). 

65 


66 


BOX  PROBLEMS 


SECOND  GRADE 

221  Small   square  box    (Box  board). 

222  Rectangular   open    box    (Box   board). 

223  Box    with    reinforced   corners    (Box   board). 

THIRD  GRADE 

321  Covered   small  box    (Box  board  and  plain  CQver  paper). 

322  Pencil  box  with  fitted  cover   (Box  board,  plain  cover  paper,  manila 
wrapping  paper). 

323  Candy  box    (Folding  bristol). 

324  Folding  box    (Folding  bristol). 

FOURTH  GRADE 

421  Pin  box  with  cover   (Box  board  and  plain  cover  paper). 

422  Post  card  box    (Box  board). 

423  Original    box    (Thin    strawboard,    plain    cover   paper,    rough    cover 
paper). 

424  Pen  box  (Strawboard,  box  board,  plain  cover  paper,  marble  paper). 

425  Sliding  box   (Box  board,  cover  paper). 

121.     Square  Box. 

Thin  tag  board,  i  piece,  Q"X  9". 
Glue  or  paste. 

Scissors. 


PARTLY 
FOLDED 


BOX 
COMPLETE 


DIRECTIONS: 

a.  Fold  upper  right  corner  to  upper  left  corner,  crease  and 

open. 

b.  Fold   upper   right   corner   to   center   of  top,"  crease   and 

open. 

67 


PAPER       AND       CARDBOARD       CONSTRUCTION 

c.  Fold  upper  left  corner  to  center  of  top,  crease  and  open. 

d.  Fold  lower  left  corner  to  upper  left  corner,  crease  and 

open. 

e.  Fold  lower  left  corner  to  center  of  left  edge,  crease  and 

open. 

f.  Fold  upper  left  corner  to  center  of  left  edge,  crease  and 

open. 

g.  Cut  as  indicated  by  dark  lines. 

h.     Fold  laps  inside  of  box  and  paste  or  glue  to  ends. 

NOTE: — As  this  box  is  too  flimsy  for  most  uses,  it  is  well  to 
repeat  the  problem  with  thicker  tag  board,  if  time  permits.  By 
cutting  and  folding  as  shown  below,  a  cubical  box  may  be 
made  for  further  practice.  While  paste  may  be  found  easier 
to  use,  glue  is  much  more  satisfactory  if  properly  handled.  It 
may  be  found  more  convenient  to  secure  stock  8"x  8"  in  place 
of  9"x9". 


D 


TOF> 


122.     Square  Tray. 

Medium  tag  board,  I  piece,  6"x  6". 

Glue  or  paste. 

Scissors. 


68 


BOX  PROBLEMS 


SHOWING   FOLDS 
AND     CUTS 

FRONT     AND 
BACK    FOLDED    UP 


TRAY    COMPLETE 


DIRECTIONS: 

a.  Fold  right  to  left  and  open. 

b.  Fold  right  and  left  to  center  and  open. 

c.  Fold  bottom  to  top  and  open. 

d.  Fold  bottom  and  top  to  center  and  open. 

e.  Fold  right  edge  to  right  crease,  left  edge  to  left  crease, 

bottom  edge  to  bottom  crease,  top  edge  to  top  crease, 
opening  after  each  folding. 

f.  Cut  as  indicated  by  heavy  lines. 

g.  Fold  laps  up  at  right  angles. 

h.     Fold  bottom  and  top  edges  up  to  make  front  and  back 

of  tray. 
i.     Fold  ends  up  and  glue  or  paste  to  laps. 


123.     Rectangular  Tray. 

Medium  tag  board, 
Glue  or  paste. 

Scissors. 


i  piece,  4"x  4 


69 


PAPER       AND       CARDBOARD       CONSTRUCTION 


STEPS    IN     MAKING    RECTANGULAR    TRAY 

DIRECTIONS  : 

a.  Fold  bottom  to  top,  bottom  to  center,  bottom  to  bottom 

crease,  and  open. 

b.  Fold  top  to  center,  top  to  top  crease,  and  open.     AY  hen 

.opened  flat  it  will  look  like  the  first  drawing. 

c.  Fold  left  to  right  edge,  left  to  center,  left  to  left  crease, 

and  open. 

d.  Fold   right   to   center,   and   cut   along  new   crease   with 

scissors.     Dotted  line  in  second  drawing  shows  part 
removed. 

e.  Fold  cut  edge  to  old  center,  as  shown  in  second  draw- 

ing.    When  opened  flat  this  will  look  like  the  third 
drawing. 

f.  Cut  along  heavy  lines  for  laps.   Shown  in  fourth  drawing. 

g.  Fold  laps  up,  and  fold  front  and  back.     Shown  in  fifth 

drawing. 

h.     Fold  ends  up,  and  paste  or  glue  to  laps.     Shown  in  last 
drawing. 

NOTE: — A  great  variety  of  rectangular-shaped  boxes  or  trays 
may  be  made  as  indicated  in  these  three  problems.     As  planned 


70 


BOX  PROBLEMS 


for  the  first  grade,  rule  measurements  are  omitted  in  each  case. 
More  difficult  constructions  are  reserved  for  later  grades. 

221.     Small  Square  Box. 

Box  board,  i  piece,  3"x  3". 

Glue. 

Rule,  pencil,  scissors. 


LAID    OUT    BOX 
PARTLY    FOLDK1) 


FINISHED    BOX 
THREE    VIEWS 


DIRECTIONS  : 

a.  Measure   from   each   corner  of   3"   square   piece   of  box 

board  a  distance  of  f"  along  each  edge,  and  connect 
points,  forming  inner  square  and  laps.  Shown  in  first 
drawing. 

b.  Fold  laps  up,  and  fold  front  and  back.     Shown  in  sec- 

ond drawing. 

c.  Fold  ends  up,  and  glue  to  laps.     Shown  in  last  drawing. 

NOTE: — As  this  is  the  first  box  problem  involving  rule  meas- 
urements, care  must  be  taken  that  pupils  learn  how  to  find  the 
inch  and  half  inch  before  beginning  the  work.  The  rules  used 
should  have  as  thin  edges  as  possible  in  order  to  bring  the  mark- 
ings as  near  the  work  as  possible.  The  back  of  the  rule  should 
be  used  for  a  straight  edge  in  drawing  all  lines.  Try  this  prob- 
lem in  various  sizes, — 4"x  4"  and  5"x  5". 

222.     Rectangular  Open  Box. 

Box  board   i  piece,  6"x  9". 

Glue. 

Rule,  pencil,  scissors. 

71 


PAPER       AND       CARDBOARD       CONSTRUCTION 


7' 


•/- 


BOX    BOARD    LAID    OUT 


BOX     COMPLETE 


DIRECTIONS  : 

a.  Lay  out  horizontal  measurements  from  drawing,  which 

may  be   placed  upon   the   black  board.     Make   short 
marks  at  top  and  bottom  and  connect. 

b.  Lay  out  vertical  measurements  at  right  and  left  edges 

and  connect. 

c.  Cut  along  heavy  lines  for  laps. 

d.  Fold  laps  up  at  right  angles  and  fold  sides  up  at  right 

angles. 

e.  Fold  ends  up  and  glue  to  laps. 

223.     Box  with  Reinforced  Corners. 

Box  board,  i  piece,  6"x9". 
Grooved  stay  tape,  i  piece,  4"  long. 
Rule,  pencil,  scissors. 


cy 

i 


STOCK   CUT   TO    SIZE   4''x  9"   AND   FINISHED   BOX 
72 


73 


PAPER       AND       CARDBOARD       CONSTRUCTION 


DIRECTIONS  : 

a.  Cut  box  board  4"x9". 

b.  Lay  out  lines  on  all  sides,   i"  from  edge. 

c.  Cut  away  corners  as  indicated  in  drawing. 

d.  Use  the  straight  edge  of  rule  and  the  dull  points  of 

scissors  and  score  on  the  lines  for  folding.  This  will 
allow  the  board  to  be  bent  without  cracking  irregu- 
larly. 

e.  Fold  up  sides  and  ends.     Do  not  fold  much  beyond  a 

position  which  is  at  right  angles  with  the  bottom. 

f.  Cut  four  pieces  of  the  stay  tape  each  slightly  less  than 

i"  in  length. 

g.  Moisten   tape  and  put   in   place  on   outside  of  corners. 

Hold  sides  of  box  and  tape  in  proper  position  until 
the  tape  sticks. 

NOTE: — The  following  drawing  may  be  used  in  place  of  the 
one  on  page  72  or  the  wider  box  may  be  made  as  an  extra 
problem. 


II               II 

STEPS    IN    MAKING   BOX    WITH    REINFORCED   CORNERS 

321.     Covered  Small  Box. 

Box  board,  i  piece,  6"x  9". 
Plain  cover  paper,  i  piece,  6"x  9". 
Stay  tape,  8",  paste. 
Rule,  pencil,  scissors. 


74 


BOX  PROBLEMS 


BOX    CUT    OUT 


COVER    OF    BOX 


FINISHED    BOX 
AND     COVER 


DIRECTIONS: 

a.  Lay  out  and  cut  box  and  cover  to  measurements. 

b.  Cut  plain  colored  cover  paper  from  same  measurements, 

but  with  a  little  extra  paper  all  around.     This  should 
not  be  over  -fa"  on  all  sides. 


BOX    AND    COVER 


c.  Fold    box    and    fasten    corners    with    stay    tape,    cutting 
tape  even  with  top  and  bottom  edges. 

d.  Paste  colored  paper  over  box. 

75 


PAPER       AND       CARDBOARD       CONSTRUCTION 

e.  Fold  cover  and  try  on  box  to  see  if  size  is  correct.    Cover 

must  be  large  enough  to  slide  easily  but  closely  over 
box. 

f.  Fasten  corners  of  cover  same  as  box  with  stay  tape. 

g.  Paste  colored  paper  over  cover. 

NOTE: — It  may  seem  desirable  in  this  first  problem  of  fitting 
a  box  to  omit  the  use  of  the  colored  paper,  or  to  make  two  boxes, 
one  with  the  paper  finish  and  one  without. 

322.     Pencil  Box  with  Fitted  Cover. 

Box  board,  2.  pieces,  6"x  g". 

Plain  cover  paper,  2  pieces,  6"x  9". 

Manila  wrapping  paper,   i   piece,  at  least   i"x  16", 

or  2"x8". 
Glue,  paste. 
Rule,  pencil,  scissors. 


/  >  7  " 


BOX  CUT  TO  SIZE,  4"x  9" 


j?  *7* 


COVER    OF    BOX,    3^-)-"x 


^"J(7' 

S 

^ 

2+X7f 

\ 
\ 

t'xr" 

/-  X  7+ 

PAPER  OUTSIDE  FOR  BOX,  4"x  9" 


PAPER  OUTSIDE  FOR  COVER.  4"x  9" 


76 


BOX  PROBLEMS 


DIRECTIONS  : 

a.  Lay  out  and  cut  box  and  cover,  and  paper  outside  for 

each,  leaving  laps  on  outside  pieces  as  indicated. 

b.  Fold  box  and  fasten  corners  with    i"  square  pieces  of 

manila  paper  glued  around  joint. 

c.  Paste  colored  paper  over  box  with  lap  around  the  cor- 

ner and  end  pasted  over  lap. 

d.  Fold  cover  and  try  on  box  to  see  if  size  is  correct. 

e.  Fasten  corners  of  cover  same  as  box  with  manila  paper 

f.  Paste  colored  paper  over  cover,  using  extra  width  to  fold 

inside. 

NOTE: — Two  extra  pieces  of  plain  cover  paper  of  a  different 
shade  of  color  from  that  used  on  the  outside,  may  be  used  for 
lining  the  box  and  cover. 

323.     Candy  Box. 

Folding  Bristol,   i   piece,  9"x  12". 

Glue. 

Rule,  pencil,  scissors. 


\ 


BOX  CUT  TO  SIZE,  9"x9%"       SIDES  FOLDED 

77 


ENDS  FOLDED 


PAPER       AND       CARDBOARD       CONSTRUCTION 


78 


BOX  PROBLEMS 


DIRECTIONS  : 

a.  Lay  out  and  cut  along  heavy  lines. 

b.  Fold  up  along  light  lines  and  open  flat. 

c.  Refold  along  vertical  lines  and  glue  long  lap  inside. 

d.  Leave  under  pressure  until  next  day. 

e.  Next  day,  fold  ends  in  place. 

NOTE: — Varied  sizes  of  this  same  box  may  be  made  from  the 
9"x  12"  stock,  and  heavy  tag  board  may  be  used  in  place  of 
bristol  board.  Pupils  may  be  directed  to  determine  their  own 
proportions  for  a  box,  or  they  may  make  the  following: 


LARGE   BOX    MADE   FROM    9"x  12"    STOCK 


In  place  of  either  of  these  boxes,  or  as  an  extra  problem,  the 
box  illustrated  on  the  next  page  may  be  made.  Taking  this  as 
a  type,  other  schemes  for  fastening  may  be  devised  by  the 
pupil.  It  may  seem  desirable  to  give  a  large  piece  of  stock 
and  remove  the  size  limitations  necessary  for  the  9"x  12".  Any 
of  the  boxes  shown  may  be  given  a  handle  of  narrow  cotton 
tape  cut  thru  one  side  and  glued  within. 


79 


PAPER       AND       CARDBOARD       CONSTRUCTION 


CM-/—  i 


LC 

IIP 


ANOTHER    WAY    OF    MAKING    THE    CANDY    BOX 


324.     Folding  Box. 

Folding  bristol,  i  piece,  9"x  12". 
Rule,  pencil,  scissors. 


"T                                    /4 
^                                     -m 

j 

- 

I            nr 

I 

V* 

*l                       a 

c 

*/- 

iui- 

V- 

C 

•5' 

| 

^        ^ 

JL 

/r 

-.t           5 

Kl 

i 

1               1 

BOX   CUT  OUT   6"x  9" 


METHOD   OF   FOLDING 


DIRECTIONS  : 

a.  Lay  out  from  drawing  and  cut  along  heavy  lines. 

b.  Fold  sides  AA  over  BB,  and  fold  side  lap  up  at  right 

angles. 

c.  Fold  sides   BB   up   at  right  angles   to  bottom   of  box. 

Side  laps  will  be  seen  standing  up  at  right  angles  to 
bottom  also. 

d.  Open  box  flat. 


BOX  PROBLEMS 


e.  Fold  ends  CC  over  DD,  and  fold  end  laps  up  at  right 

angles. 

f.  Fold  four  inner  corner  laps  KK  up  at  right  angles. 

g.  Fold  ends  DD  up  at  right  angles  to  bottom  of  box  and 

unfold  flat. 

h.     Refold  sides  at  right  angles  to  bottom, 
i.      Refold  ends  at  right  angles  to  bottom.     The  three  upper 

views  at  right  of  drawing  show  the  sides  up  and  the 

ends  ready  to  fold. 
j.      Fit  the  laps  KKKK  between  folds  of  the  sides  and  let 

ends  CC  fold  over  side  laps  to  make  box  rigid.     The 

two  bottom  views  at  the  right  of  drawing  show  the 

finished  box. 

NOTE: — This  type  of  box  has  the  advantage  that  it  can  be 
instantly  opened  flat,  and  as  quickly  refolded,  and  held  with- 
out the  use  of  glue.  It  is  possible  to  make  a  cover  for  this  by 
changing  the  measurements  slightly  and  repeating  the  process. 
Tag  board  may  be  used  in  place  of  folding  bristol  for  this  box. 
Exact  work  is  necessary  in  laying  out,  in  cutting,  and  in  folding. 

421.     Pin   Box  with   Cover. 

Box  board,  I  piece,  6"x9". 
Cover  paper,  i  piece,  9"x  12". 
Stay  tape,  i  piece,  8"  long. 
Rule,  pencil,  scissors. 


.  A 

A   : 

i» 
*/— 

-+-££-*> 

*/» 

A 

A  : 

B 


BOX   CUT  OUT,   TOP   AND    SIDE   OF   COVER 


81 


BOX  PROBLEMS 


DIRECTIONS: 

a.  Cut  one  piece  of  box  board  44"x  44"  for  bottom. 

b.  Cut  another  piece  of  box  board  4^"x  4$ "  for  the  cover. 

c.  Cut  two  pieces  of  cover  paper  each  2^"x  n"  for  finish- 

ing sides. 

d.  Cut  one  piece  of  cover  paper,  2"x  2"  for  finishing  top. 

e.  Lay  out  lines  on  both  pieces  of  box  board   i"  from  all 

edges. 

f.  Cut  away  corners  AAAA  on  box  and  cover. 

g.  Score  on  lines  with  back  of  scissors  and  fold  sides  up 

at  right  angles. 

h.     Cut  8  pieces  of  stay  tape,  each   I"  long. 

i.     Moisten  stay  tape  and  stick  on  outside  of  corners. 

j.  Apply  paste  to  the  sides  of  the  cover  of  the  box  and 
press  the  strip  of  cover  paper  in  place,  B,  so  that 
both  edges  may  be  folded, — one  over  the  edge  of  the 
box  board  to  the  inside  of  the  box,  and  the  other 
pasted  down  on  the  top  of  the  box,  C.  Do  not  cut 
corners  when  folding  here. 

k.  Apply  paste  to  the  piece  of  cover  paper  2"x  2",  and 
press  in  place  on  top  of  box,  D.  The  side  of  the  cover 
is  shown  at  E. 

1.  The  processes  given  under  "j"  are  repeated  for  the  bot- 
tom of  the  box. 

NOTE: — If  desired,  the  cover  paper  2"x  2"  for  the  top  may  be 
of  a  different  color  than  the  paper  for  the  sides.  The  border 
which  is  indicated  as  \"  on  each  side  may  be  wider  or  narrower 
as  the  pupil  may  choose. 


422.     Post  Card  Box. 

Box  board,  i  piece,  9"x  12". 

Glue. 

Rule,  pencil,  scissors. 

83 


BOX  PROBLEMS 


DIRECTIONS  : 

a.  Locate     and     draw     center     line 

lengthwise  of  board. 

b.  Measure  each  side  of  the  center 

line   distances   as   indicated   in 
the  drawing. 

c.  Measure  up  from  the  bottom  as 

indicated    in    the    drawing    to 
locate  the  horizontal  lines. 

d.  When  all  vertical  and  horizontal 

lines  are  drawn  proceed  to  lay 
out  for  the  angular  cuts. 

e.  Make  pencil  marks  heavy  to  show 

where  to  cut  away. 
Cut  on  heavv  lines. 


f. 
S> 

h. 


STOCK    6"x  12"    CUT    TO 

SIZE 


Fold  on  light  lines,  considering  the  form  and  how  it  is 

to  be  glued  together. 
Glue  with  all  tabs  on  the  inside. 


423.     Original  Box. 

Thin   strawboard,  2.  pieces,  9"x  \2" '. 

Plain  cover  paper,  2  pieces,  9"x  12". 

Rough  cover  paper,  2  pieces,  9"x  12". 

Binding  tape,  glue,  paste. 

Rule,  pencil,  scissors  (chip  carving  knife  if  desired). 

DIRECTIONS  : 

a.  Follow  directions  from   number    421,    except    that    the 

strawboard  should  be  scored  on  both  sides  with  the 
back  of  the  scissors  before  folding. 

b.  Cover  both   box   and   cover  outside   with   rough   cover 

paper. 

c.  Line  both  box  and  cover  with  plain  cover  paper. 


84 


85 


PAPER       AND       CARDBOARD       CONSTRUCTION 


•^ 
1 

FOUR   SUGGESTED    SHAPES   FOR   BOXES, A,   B,  C,   D 

NOTE: — An  unlimited  opportunity  is  offered  here  for  the  pupil 
to  work  out  original  shapes  of  boxes  for  varied  uses.  The  four 
drawings  are  given  only  as  a  suggestion  for  possible  shapes 
which  can  be  made  from  the  stock  supplied.  An  attempt  is 
made  in  each  case  to  get  an  interesting  variation  in  the  pro- 
portion of  side,  top  and  end.  If  enough  time  can  be  given  to 
this  phase  of  the  work,  it  may  be  well  to  have  each  pupil  make 
several  boxes  of  the  same  type,  gradually  developing  the  ability 
to  do  a  first  class  piece  of  special  work. 

424.     Pen  Box. 

Strawboard,  i  piece  4"*  4^"  (or  6"x4^"). 

Box  board  (or  pulp  board),  I  piece  2"x  12".  If 
more  convenient  use  all  box  board  or  all  straw- 
board. 

Plain  cover  paper  (or  marble  paper  or  plated 
paper),  i  piece  4?"x  12". 

86 


BOX  PROBLEMS 


Plain   cover  paper,  different  color,   i   piece  3"x  6". 

Glue,  paste. 

Rule,  pencil,  scissors,  knife,  cutting  board. 


STOCK    CUT   TO    SIZE   FOR   PEN    BOX 

DIRECTIONS  : 

a.  Cut  box  board  A,  for  sides  of  box,  f"x    n",  and  crease 

as  indicated  for  folds. 

b.  Make  end  G  a  little  thinner  by  scraping  or  cutting  with 

scissors  or  knife. 

c.  Cut  strawboard  B,  for  bottom  of  box.     If  heavy  mater- 

ial be  used,  it  may  be  given  cut  to  size  with  a  card 
cutter,  or  pupils  may  cut  it  with  a  knife  and  straight 
edge  upon  a  piece  of  cloth  board. 

d.  Cut  box  board  C,  for  sides  of  cover,  f"x    12",  and  crease 

for  folds. 

e.  Cut  strawboard  D,  for  base  of  cover. 

f.  Cut  two  pieces  of  plain   cover  paper   E,    i^"x  12",  for 

finishing  outside  of  box  and  cover. 

g.  Cut  plain  cover  paper  F,  for  finishing  top  of  cover  of 

box. 

h.  Fold  A  and  glue  around  B  with  lap  G  inside,  and  paste 
cover  paper  E  around  sides  and  bottom  of  box  and 
down  inside.  Long  creases  of  E  are  shown  in  drawing. 

i.     Fold  C  and  D  in  same  manner  and  cover-  sides. 

j.     Paste  cover  paper  F  over  center  of  top  of  cover. 


87 


PAPER       AND       CARDBOARD       CONSTRUCTION 

NOTE: — This  type  of  construction  is  very  common  for  small 
boxes,  but  requires  careful  fitting.  It  makes  a  first  class  problem 
for  repeated  work,  and  may  be  made  in  place  of  number  423. 
A  second  box  of  this  type  is  made  by  pupils  very  much  better 
than  the  first. 

425.     Sliding  Box. 

Box  board,  i  piece,  9"x  12". 
Cover  paper,  i  piece,  Q"X  12". 
Stay  tape,  i  piece,  4"  long. 
Paste,  glue. 
Rule,  pencil,  scissors. 


\ 

A 

^ 

B 

1 

CASE    FOR    BOX    CUT    TO    SIZE 


CASE 
FOLDED 


DIRECTIONS  : 

a.  Cut  one  piece  of  box  board  4"x8f"  for  case  A. 

b.  Cut  one  piece  of  box  board  4§ "x  5f "  for  box  C. 

c.  Lay   out    the    measurements    for   case    as    indicated    on 

drawing  A. 

d.  Fold  to  shape  as  indicated  at  B. 

e.  Spread  glue  on  the  inside  of  the  f"  fold  and  glue  case 

together.     When  glue  begins  to  stick  the   case   may 
be  pressed  flat  and  weighted. 

f.  Lay  out  lines  f"  from  all  edges  on  box  board  for  box  C. 

g.  Cut  away  corners. 

h.     Fold  up  sides  and  ends. 


BOX  PROBLEMS 


i.  Cut  four  pieces  of  stay  tape  each  f "  long.  Manila  paper 
may  be  used  here  if  desired  as  in  number  322. 

j.  Fasten  corners  in  place  with  the  stay  tape  or  with  manila 
paper. 

k.  Cut  one  piece  of  the  cover  paper  5"x  9"  to  cover  the 
case. 

1.  Cut  strips  of  cover  paper  2"  wide  and  long  enough  to 
reach  around  the  sides  of  the  box.  This  length  may 
be  determined  by  each  pupil  separately. 

m.  Paste  these  strips  of  paper  around  the  sides  of  the  box 
in  the  same  manner  as  in  number  421. 

n.  Paste  cover  paper  around  case  and  fold  edges  in  at  ends. 
These  ends  must  be  folded  in  carefully  and  pressed 
smooth  or  the  box  will  catch  and  tear  them  up  when 
sliding  thru. 

NOTE: — By  using  tough  paper  instead  of  the  stay  tape  a  closer 
fit  may  be  made  and  a  smoother  slide  will  result. 

The  boxes  which  have  been  explained  are  perhaps  sufficiently 
varied  in  construction  to  suggest  any  type  of  box  which  may 
be  desired  for  primary  handwork.  Boxes  with  tied  covers  have 
been  purposely  omitted  as  being  less  satisfactory  as  finished  arti- 
cles. This  is  in  line  with  the  stated  purposes  of  the  book  to 
emphasize  the  simpler  and  more  typical  and  practical  problems 
for  school  use. 

On  the  next  page  is  illustrated  the  entire  arrangement  of  box 
problems,  with  names,  numbers  and  recommended  sizes. 


89 


PAPER   AND   CARDBOARD   CONSTRUCTION 


121 


SQUARE  BOX  AMD  CUBE 


commit* 


SM/IIL 

xwrat 


SQUARE  TRAY 


PENCIL  BOJffS  WITH  FITTED  COVf/KS 


SMALL    AND    LARGER 


FOLDING  BOX 


SOX  £3 


421 



423 

A  24 

\ 

425 

3&J//-JJ 

PFN  BO/ 

HN  BOX 

H/rHCOtfR 

/  '  2-j'-; 

M.IDING  BOX 

P03T  CARD  BOX 

E0\    PROBLEMS    ARRANGED    BY    GRADES 


IV 
CARD  PROBLEMS. 

CARD  mounts  furnish  a  good  field  for  a  study  of  propor- 
tion in  simple  and  effective  arrangements  of  rectangular 
shapes,  and  they  give  a  good  place  for  the  study  of  color 
relations.  In  the  study  of  pictures  an  interest  is  added  in  the 
making  of  suitable  mounts.  In  some  cases  pictures  suitable  for 
framing  may  be  mounted  by  the  children.  This  mounting  work 
may  be  handled  as  a  subject  by  itself,  and  pictures  supplied  as 
needed,  or  in  connection  with  the  work  in  drawing  and  art 
study.  In  many  cases  the  drawings  of  the  children  are  good 
subjects  for  mounting. 

A  frequent  demand  for  proper  mounts  for  illustrative  matter 
such  as  grasses  and  samples  of  papers  and  fabrics  is  met  by  hav- 
ing mounts  of  heavy  material  made  as  needed.  Magazine  illus- 
trations related  to  school  subjects  furnish  endless  features  proper 
for  mounting  in  the  handwork  class.  Mounts  of  uniform  size 
for  filing  enable  the  teacher  or  pupil  to  have  available  at  all 
times  supplementary  illustrations  of  interesting  details  of  school 
work.  The  blue-prints  and  charts  mentioned  in  the  note  num- 
ber 433  are  especially  valuable  both  as  exercises  and  finished 
products.  \Yhile  the  cutting  and  placing  of  pictures  and  illus- 
trative material  do  not  require  much  calculation  or  difficult  ma- 
nipulation, they  do  require  care  and  accurate  judgment  and  neat 
workmanship  and  so  have  a  place  in  a  primary  handwork  course. 

Besides  the  making  of  mounts,  whether  of  heavy  cover  paper 
or  mounting  boards,  there  are  many  other  problems  which  may 
be  grouped  as  card  problems,  to  be  made  of  tag  board  and 
heavy  cover  papers.  These  are  arranged  in  places  in  the  school 
where  they  can  be  handled  successfully,  and  it  will  be  seen  that 
they  give  a  good  drill  upon  careful  measuring  and  cutting  to 
the  line.  The  list  may  be  extended  indefinitely,  especially  if 
compasses  be  available.  The  extensive  use  of  the  compass  is 

91 


PAPER   AND   CARDBOARD   CONSTRUCTION 

not  advised  where  the  pupils  are  required  to  make  their  own 
designs  as  they  can  seldom  produce  good  outlines  based  upon 
compass  curves. 

The  arrangement  of  card  problems  and  materials  by  grades 
is  as  follows : 

FIRST  GRADE 

131  Mounted  drawings   (Heavy  cover  paper,  gray  drawing  paper). 

132  Book  marks   (Medium  tag  board). 

133  Calendar   (Heavy  cover  paper  or  mounting  board). 

SECOND  GRADE 

231  Desk  blotters   (Blotting  paper  and  heavy  cover  paper). 

232  Photo  mount    (Heavy  cover  paper). 

233  Glass  cover   (Heavy  tag  board). 

THIRD  GRADE 

331  Post  card   (Medium  or  heavy  tag  board). 

332  Page  holder    (Heavy  cover  paper). 

333  Shipping  tags    (Heavy  tag  board). 

FOURTH  GRADE 

431  Postal  scale  (Marble  board  and  bristol  board). 

432  Folder  picture  mount   (Heavy  cover  paper  or  mounting  board). 

433  Desk  pad  (Strawboard,  heavy  cover  paper,  thin  cover  paper). 

131.     Mounted  Drawings. 

Heavy  cover  paper,  i   piece,  9"x  12". 

Gray  drawing  paper,  i  piece,  9"x  12". 

Paste. 

Rule,    pencil,   crayon,    scissors. 

DIRECTIONS: 

a.  Cut    two   or    more   mounts   from    the   9"x  12"    sheet    of 

heavy  cover  or  mounting  paper.  In  the  cut  is  shown 
how  four  mounts  of  different  sizes  and  shapes  may  be 
cut  from  the  large  sheet. 

b.  Cut  as  many  pieces  of  drawing  paper  as  there  are  mounts. 

Each  piece  of  drawing  paper  should  be  of  such   size 

92 


CARD  PROBLEMS 


and  shape  as  will  look  well  when  mounted. 

c.  Make  drawings  on  the  pieces  of  drawing  paper. 

d.  Mount   drawings   by   fastening  the   two   upper   corners 

with  a  little  paste. 


ONE    POSSIBILITY    FOR    FOUR    MOUNTS 

NOTE: — The  teacher  may  determine  the  number,  size,  and 
shape  of  the  mounts.  The  pupils  have  a  chance  to  study,  under 
the  teacher's  direction,  the  size  and  proportion  of  the  pieces  of 
drawing  paper  when  these  are  being  cut  to  size.  Color  is  im- 
portant here.  To  simplify  matters  for  public  school  work  the 
mounting  paper  may  be  of  a  medium  or  dark  gray  and  the  draw- 
ing paper  of  a  lighter  gray.  The  same  idea  works  out  well  in 
tones  of  brown. 

The  directions  given  above  may  be  reversed  and,  after  draw- 
ings are  made  and  drawing  paper  cut,  the  mounts  may  be  made 
of  suitable  size  and  proportion  to  fit  the  drawings. 

132.     Book-Marks. 

Medium  tag  board,  i  piece,  6"x  9". 
Rule,  pencil,  scissors. 

DIRECTIONS  : 

a.     The   teacher  should  determine  beforehand  several  rec- 
tangular  shapes  which   can  be   cut  from  the  6"x  9" 

93 


PAPER       AND       CARDBOARD       CONSTRUCTION 


FOUR  BOOK-MARKS  FROM 
6"x  9"    STOCK 


SAME   PIECES    WITH 
OTHER    BORDERS 


d. 


piece.    Four   pieces   of   different   sizes   and   shapes   are 

shown  in  the  drawings. 
Have  the  pupils  lay  off  on  the  piece  of  tag  board,  shapes 

as  nearly  as  possible  like  those  shown  by  the  teacher. 

This    laying    out    is    done    without    measuring.      The 

teacher  should   indicate  the  method  of  procedure  by 

making  a  drawing  on  the  blackboard. 
After  all  the  pieces  are  cut  to  the  desired  rectangular 

shapes,   lines  are  drawn  across  the   corners   with   the 

rule  to  indicate  the  parts  to  be  cut  away. 
Some  simple   line  or  band   decorations  may  be  put  on 

with  pencil  or  crayon. 


NOTE:  —  In  place  of  following  the  teacher's  arrangement  of 
shapes  from  a  blackboard  drawing,  pupils  may  be  encouraged 
to  make  their  own  designs  and  border  decoration.  In  some 
cases  other  forms  of  decoration  may  be  attempted,  if  the  teacher 
be  competent  to  set  adequate  limitations. 


133.     Calendar. 

Heavy   cover   paper,   or   heavy   mounting  paper,    I 

piece,  6"x  9". 
Calendar  about  i^"x2". 
Picture,  —  half-tone  or  photograph. 
Paste. 
Rule,  pencil,  scissors. 

94 


95 


b. 


PAPER       AND       CARDBOARD       CONSTRUCTION 


DIRECTIONS  : 

a.  Cut  mount  to  size  and  shape  which  is 
determined  by  the  size  and  shape  of 
the  picture  combined  with  the  size  and 
shape  of  the  calendar  pad. 

Consider  the  spaces  left  at  the  sides  and 
top  and  bottom,  consider  also  the  pro- 
portion of  these  spaces  with  the  spaces 
occupied  by  the  picture  and  pad. 

When  picture  and  pad  are  satisfactorily 
located  make  light  pencil  marks  at  the 
corners  in  order  to  know  just  where 
they  are  to  be  replaced  in  pasting. 

Paste  picture  in  place. 

Paste  calendar  in  place. 


TYPICAL 

ARRANGEMENT 

OF    MOUNT 


d. 


e. 

NOTE: — :A  piece  of  mounting  board  may  seem  more  suitable, 
especially  if  one  wishes  to  stand  the  calendar  upon  a  sheif. 

231.     Desk  Blotters. 

Blotting  paper,   i   piece,  9"x  12". 
Heavy  cover  paper,   i   piece,  6"x  9". 
Long  narrow  pictures,  2,  about  i£"x  5|". 
Paste,  colored  cord  (or  narrow  ribbon). 
Rule,  pencil,  scissors,  punch. 


\ 


I 

.1 


BLOTTERS    TIED    UNDER    COVER 


DIRECTIONS  : 

a.  Cut  four  pieces  of  blotting  paper  each  3"x  8". 

b.  Cut  two  pieces  of  heavy  cover  paper  each  3"x8' 


96 


CARD  PROBLEMS 


DESK  BLOTTERS 
97 


PAPER       AND       CARDBOARD       CONSTRUCTION 

c.  Punch  holes  at  each  end  and  tie  one  piece  of  cover  paper 

over  two  pieces  of  blotting  paper  with  colored  cord  or 
narrow  ribbon ;  make  two  models. 

d.  Trim  pictures  to  desired  size  and  paste  in  place. 

NOTE  : — One  of  these  may  be  used  by  the  pupil,  and  the  other 
used  as  a  gift,  or  saved  for  exhibit  purposes. 

232.     Photo  Mount. 

Heavy  cover  paper,   i   piece,  6"x  9". 

Unmounted  photograph  or  small  colored  poster  or 
a  colored  magazine  illustration.  A  black  and 
white  half-tone  or  line  drawing  will  do  if  nothing 
else  be  available. 

Paste. 

Scissors. 


SUGGESTIONS    FOR   PROPORTION    IN    MOUNTING    PANEL    PICTURES 

DIRECTIONS  : 

a.  Cut  out  picture. 

b.  Select  suitable   color  in   mounting  paper.     Dark  colors 

can  best  be  used  with  photographs  and  with  colored 
pictures.  White  and  lighter  colors  are  suitable  for 
line  drawings  and  halftones.  Gray  is  more  likely  to 
be  used  successfully  than  any  other  color.  Black  may 
be  used  in  place  of  dark  colors. 

98 


CARD     PROBLEMS 


99 


PAPER   AND   CARDBOARD   CONSTRUCTION 

c.  Cut  mount  in  good  proportion  and  paste.  Get  variation 
in  sizes,  and  have  bottom  margin  larger  than  side 
margin.  Avoid  overcrowding  and  too  striking  con- 
trasts. 


OTHER    SUGGESTIONS    FOR    MOUNTING 

NOTE: — In  case  there  are  any  especially  good  pictures,  they 
may  be  mounted  first  upon  paper  with  a  narrow  margin  and  then 
mounted  upon  the  larger  mount  as  illustrated  in  the  left  and 
right  drawings. 

233.     Glass  Cover. 

Heavy  tag  board,  I  piece,  6"x9". 

Rule,  pencil,  scissors  (also  compass  if  available). 


6"x  9"    STOCK    LAID    OUT 


COMPLETED 
COVERS 


DIRECTIONS  : 

a.  Lay  out  from  drawing.     Make  A  and  B  3"  square,  make 

C  3?"  square,  next  to  A  and  at  the  top  of  card,  make 
D  3^"  square,  from  lower  right  corner  of  card. 

b.  Cut  out  A,  B,  C,  and  D.     A  and  B  are  to  be  cut  into 

regular  octagons  later,  C  and  D  will  remain  only  ap- 
proximately regular. 

100 


CARD  PROBLEMS 


c.  Lay   out   square   A   as   a   regular   octagon   from    second 

drawings.  Draw  diagonals  and  measure  distance  from 
corner  to  center  with  strip  of  paper  or  tag  board,  lay 
this  out  from  each  corner  along  adjacent  sides  as 
shown  for  one  corner  in  the  drawing,  connect  the 
points  as  indicated,  cut  off  corners. 

d.  Decoration  by  means  of  border  lines  or  simple  center 

pattern  may  be  added. 

NOTE:  —  A  convenient  use  for  this  model  is  to  cover  a  glass 
of  liquid,  which  for  any  reason,  as  for  sickness,  must  remain  for 
a  time  unused.  If  compasses  be  available,  the  octagon  may  be 
laid  out  more  easily  by  swinging  the  distances  from  the  corner 
with  them.  In  place  of  an  octagonal  cover,  a  circular  one  may  be 
made  with  a  radius  of  \\"  or  if".  The  decorations  may  be  made 
with  a  brush  and  water  color  or  with  pen  and  ink  or  with  pencil. 


331. 


Post  Card. 

Medium  or  heavy  tag  board,  i  piece,  6"x  9 
Rule,  pencil,  scissors. 


THREE    STYLES    OF    POST    CARD 


DIRECTIONS  : 

a.  Lay  out  and  cut  to  size  one  or  two  cards.     Sizes  may 

vary  from  3"x  5"  to  3^"x  6". 

b.  Put  border  along  top  or  around  the  card  with  rule  and 

pencil.  Pen  and  ink  or  water  color  may  be  used  in 
place  of  pencil. 

c.  Address  the  card  to  self  or  to  a  friend.     If  to  be  used  to 

send  a  message  to  a  friend,  the  note  may  be  written 
and  the  stamp  affixed  in  class,  and  information  given 
regarding  postal  rates  and  the  postal  system. 


101 


PAPER   AND   CARDBOARD   CONSTRUCTION 


332. 


Page  Holder. 

Heavy  cover  paper,  i  piece,  6"x  9"  (or  3"x6"). 
Rule,  pencil,  scissors,  punch.     A  few  punches  will 
be  enough  for  the  whole  class. 


2"x  6"    STOCK    LAID   OUT 


FINISHED    PIECE 


DIRECTIONS  : 

a.  Lay  out  vertical  measurements.     See  first  drawing. 

b.  Lay  out  horizontal  measurements  and  punch  four  holes 

as  illustrated.     See  second  drawing. 

c.  Cut  inside  lines  for  tab,  cut  corners  from  tab  at  C  C, 

and  cut  outside  corners  B  B.     See  last  drawing. 

NOTE: — Two  of  these  may  be  made,  or  one  may  be  changed 
to  other  proportions.  If  the  3"x  6"  stock  be  used,  only  one  can 
be  made  of  the  given  size.  The  use  of  the  page  holder  as  a 
marker  in  a  book  or  magazine  is  obvious. 


333. 


Shipping  Tags. 

Heavy  tag  board,  i  piece,  6"x  9". 

String,  i  piece  10"  long,  for  fastening. 

Glue. 

Rule,  pencil,  scissors. 


TAG   LAID   OUT   TO    SIXK 

DIRECTIONS  : 

a.     Cut  four  pieces  of  tag  board  each  2Y'x  4". 

1).     Cut  eight  pieces  of  tag  board  each  |"x  \" . 

c.     Draw  center  lines  lengthwise  of  each  large  piece. 

102 


CARD  PROBLEMS 


d.  At  two  end  corners  lay  off  points  \"  each  way  and  con- 

nect these  points  with  lines.    See  right  end  of  drawing. 

e.  Cut  on  these  lines. 


SHIPPING   TAGS 


f.  On  center  line  \"  from  the  end,  glue  one  of  the  small 

pieces  of  tag  board.     Glue  another  on  the  other  side 
directly  under  the  first  square. 

g.  Punch  a  hole  thru  these  squares  when  the  glue  is  dry. 
h.     Pieces  of  string  or  wire  may  be  put  in  ready  for  use. 

NOTE  : — Very  often  there  are  small  pieces  of  tag  board  that  are 
left  from  other  exercises  which  may  be  used  in  making  the  ship- 
ping tags.  It  may  be  well  in  small  classes  to  use  an  eyelet  to 
add  strength.  Other  shapes  may  be  made,  especially  with  in- 
crease in  length. 

431.     Postal  Scale. 

Marble  board,  i  piece,  6"x  g". 

Bristol  board,  i  piece,  6"x  9". 

String,   i  piece,  30"  long. 

Top  shot  wad  or  small  square  of  marble  board. 

103 


PAPER       AND       CARDBOARD       CONSTRUCTION 

Heavy  tag  board,  30  pieces,  3"x  6".  For  use  of 
entire  class  for  weights. 

Glue,  2  eyelets. 

Rule,  pencil,  scissors,  punch,  compass.  A  strip  of 
paper  with  a  pin  thru  one  end  and  a  pencil  point 
thru  the  other  will  serve  for  a  compass. 


DIRECTIONS  : 
Cut 


a. 


b. 


d. 


e. 


one     piece     of     marble     board 


Cut  one  piece  of  bristol  board  same 
size. 

Rub  a  thin  coat  of  glue  on  the  marble 
board,  place  bristol  board  on  the 
glued  surface  and  press  hard.  Glue 
must  be  spread  evenly  and  boards 
placed  under  a  heavy  weight. 

When  glue  is  dry,  draw  center  line 
lengthwise  of  bristol  board. 

Measure  down  \"  on  center  line  for  hole  at  A. 
and  set  eyelet. 


FINISHED 
POSTAL    SCALE 


Punch 


f.  Locate  hole  at  B.     Put  in  eyelet  \"  from  top  and  i£" 

from  center  line. 

g.  Cut  one  piece  of  string  about  6"  long  and  tie  in  hole  at  A. 

This  is  to  be  made  into  a  loop  for  hanging. 
h.     Thread  the  remaining  string  thru  the  hole  at  B. 
i.     Punch  a  small  hole  in  the  center  of  the  paste  board  shot 

wad  and  thread  both  ends  thru  it.     Tie  a  knot  at  the 

ends  of  the  string  at  D. 

j.  Locate  the  lines  at  E  as  follows:  Take  as  many  pieces 
of  tag  board  3"x  6"  as  will  weigh  one  ounce  and  place 
in  the  string  at  F  ;  now  suspend  the  scale  by  the  short 
string  in  A  and  place  a  point  at  E  which  shall  represent 
one  ounce  on  the  scale.  A  two  ounce  mark  or  a  half 


104 


CARD  PROBLEMS 


ounce  mark  may  be  located  in  the  same  manner  with 
the  proper  number  of  card  weights. 

NOTE: — This  scale  may  be  used  to  weigh  letters  and  parcels 
up  to  two  or  three  ounces  and  if  made  carefully  is  quite  reliable. 
If  possible,  the  work  should  be  placed  in  some  sort  of  clamp  or 
press  as  soon  as  it  is  glued.  If  nothing  better  be  available  heavy 
weights  may  be  used.  Always  place  clean  pieces  of  paper  on 
each  side  of  the  work  while  it  is  being  pressed. 

If  a  simpler  process  be  desired,  a  piece  of  heavy  tag  board  or 
heavy  bristol  board  may  be  used  alone,  thus  doing  away  with  the 
difficulty  of  gluing. 

432.     Folder  Picture  Mount. 

Heavy  cover  paper,  I  piece,  6"x9".     Or  9"x  12"  if 

necessary. 
Cover  paper,  i  piece,  6"x  9".    Of  different  color  than 

above. 
Paste. 
Rule,  pencil,  scissors. 


TWO    FOLDERS    OPEN    TO    SHOW    MOUNTING 


FOLDER  CLOSED 


DIRECTIONS  : 

a.  Cut  inside  mount  for  picture  and  paste  at  top.    Allow  a 

little  distance  at  sides  and  top  and  rather  more  at  the 
bottom,  being  sure  that  the  color  goes  well  with  the 
picture. 

b.  Cut  outside  folder,  crease,  and  paste  mounted  picture  on 

right  inside  page  of  folder.  Select  color  that  will  go 
well  with  both  picture  and  inside  mount,  and  be  careful 
of  proportions. 


105 


PAPER       AND       CARDBOARD       CONSTRUCTION 

c.     Outside  of  folder  may  be  given  a  simple  decoration  if 
desired.     See  drawing  at  right  on  page  105. 

NOTE: — If  intended  to  stand  upon  a  shelf  or  table  it  will  be 
better  to  use  mounting  board  or  heavy  mounting  paper  in  place 
of  the  cover  paper. 


XMV////X 


STEPS     IN     MAKING     DF.SK     PAD 8"x  11" 


106 


CARD     PROBLEMS 


433.     Desk  Pad. 

Strawboard,  i  piece,  8"x  n",  cut  from  9"x  12". 

Heavy  cover  paper,  i  piece,  9"x  12". 

Heavy   cover   paper    (different   color),   or  binders' 

cloth,  i  piece,  6"x-9". 
Thin  cover  paper,  i  piece,  9"x  12". 
Blotting  paper,  i  piece,  9"x  12". 
Paste,  glue. 
Rule,  pencil,  scissors. 
DIRECTIONS  : 

a.  Place  the  piece  of  heavy  cover  paper  on  the  strawboard 

and  cut  the  corners  off  as  shown  in  the  drawing  at  A. 
The  corners  should  be  cut  far  enough  away  from  the 
corners  of  the  strawboard  so  that  when  the  paper  is 
folded  over  the  edges  it  will  completely  cover  the 
strawboard  at  the  corners. 

b.  Paste  the  folded  edges  of  the  paper  down  to  the  straw- 

board  as  shown  at  B. 

c.  Cut  one  piece  of  heavy  cover  paper,  or  the  binders'  cloth, 

5^"x  5^"  to  make  the  four  corners. 

d.  Make  the  corners  as  follows :     (See  drawing  below.) 


1.  Fold  bottom  edge  to  top  edge  and  crease;  open 

again. 

2.  Fold  left  edge  to  right  edge  and  crease;  open  again. 

3.  Fold  in  each  edge  about  \"  and  crease ;  open  again. 

4.  Cut  off  corners  within  \"  of  intersections  of  last 

folds. 

107 


PAPER       AND       CARDBOARD       CONSTRUCTION 

5.  Cut  on  the  folds  thru  the  center  of  the  sheet  which 

will  divide  the  paper  into  four  equal  parts. 

6.  Fold  "E"  to  "F"  in  each  section. 

e.  Fasten  corners  in  place  using  paste  or  glue  under  folds 

only,  as  shown  at  E  on  page  106. 

f.  Cut  one  piece  of  thin  cover  paper  7f "x  lof  ". 

g.  Paste  this  in  place  and  press  firmly  as  at  C.    The  front 

of  the  desk  pad  is  shown  at  D. 

NOTE: — A  sheet  of  blotting  paper  8"xii"  may  be  cut  and 
placed  at  D  if  desired.  In  addition  to  the  desk  pad,  it  may  be 
well  to  make  large  mounts  for  blue-prints  and  charts  and  other 
illustrative  material. 

Upon  the  opposite  page  are  shown  drawings  of  the  full 
number  of  card  problems  which  have  been  suggested. 


108 


CARD  PROBLEMS 


131                            132          132           132                         133 

r^ 

In 

u 

Each  -  -4f 

i  ~L  onff 

|,      ,D^,i 



BOOK    MARKS 

^i 

MOUMTIO  MMKJ 


CALENDAR 


BLOTTERS 


PHOTO  MOUNT 


233 


GiASSCMR 


331 


332 


332 


333 


PAb 


CARD   PROBLEMS    ARRANGED   BY   GRADES 


109 


V 
ENVELOPE  PROBLEMS 

ENVELOPES  and  paper  bags  are  typical  problems  for 
paper  construction  and  are  varied  enough  in  shape  to 
suit  the  abilities  of  pupils  of  different  ages.  The  making 
of  envelopes  is  of  importance  industrially,  altho,  of  course,  auto- 
matic machinery  takes  the  place  of  most  of  the  hand  processes. 
Yet  there  is  enough  similarity  between  the  hand  and  the  machine 
process  to  make  the  type  of  construction  evident.  Careful  "lay- 
ing out",  cutting,  folding,  and  gluing  are  necessary  for  successful 
work  and  must  be'  insisted  upon  at  all  times. 

To  keep  up  the  interest  in  the  making  of  envelopes,  several 
forms  are  introduced,  and  the  uses  of  the  finished  envelopes  are 
different.  Mailing  envelopes  are  made  in  many  shapes  and  sizes 
and  from  different  materials.  Filing  envelopes  are  made  in 
different  proportions  to  fit  particular  uses,  and  increasing  in 
difficulty  as  different  school  grades  are  reached.  Paper  bags 
are  included  with  the  envelope  problems  as  they  are  of  the  same 
general  character. 

Many  uses  for  the  envelopes  and  bags  will  suggest  them- 
selves, and  different  constructions  may  be  made  as  other  needs 
appear.  It  is  hoped  that  teachers  will  find  in  these  outlines 
constant  hints  for  new  ways  to  attack  the  problems  in  paper  and 
cardboard  work,  but  it  is  also  expected  that  a  reasonable  number 
will  always  have  a  definite  line  of  problems  to  present  to  pupils, 
and  will  not  hesitate  to  give  such  directions  as  will  make  the 
work  clear  to  the  pupil.  More  freedom  may  well  be  allowed  in 
the  uses  of  the  envelopes  as  made,  than  in  the  methods  of  making 
them.  As  suggested  for  the  card  problems,  there  is  a  good  deal 
of  illustrative  material  which  should  be  saved  for  future  refer- 
ence, and  which  if  mounted  or  saved  in  envelope  files  would  be 
convenient  of  access  as  needed.  Certain  of  the  envelope  files 
will  be  found  convenient  for  newspaper  clippings,  and  others 
for  magazine  illustrations. 

The  arrangement  of  envelope  problems  by  grades  is  as 
follows : 

110 


ENVELOPE     PROBLEMS 


FIRST  GRADE 

141  Envelope   folder    (Thin   tag  board  or  heavy  cover  paper). 

142  Square  envelope    (Book  paper  or  cover  paper). 

143  Pocket  for  clippings   (Thin  tag  board). 

SECOND  GRADE 

241  Paper  bag   (Thin  cover  paper  or  manila  wrapping-paper). 

242  Mailing  envelope    (Bond  paper  or   flat  writing-paper). 

243  Long  mailing  envelope    (Bond  paper). 

THIRD  GRADE 

341  Photo  filing  envelope  (Light  or  medium  tag  board). 

342  Long  riling  envelope    (Medium  tag  board). 

343  Large  filing  envelope    (Medium  or  heavy  tag  board). 

FOURTH  GRADE 

441  Paper  bag  with   folds    (Thin  cover  paper). 

442  Flat  envelope  file    (Medium  tag  board,  binders'  cloth,  cloth  board, 
marble  paper). 

443  Book  envelope  file   (Medium  tag  board,  cloth  board,  binders'  cloth, 
marble  paper). 

141.     Envelope  Folder. 

Thin  tag  board  or  heavy  cover  paper,  i  piece,  6"x9". 

Paste. 

Rule,  pencil,  scissors. 


..A 


FOLDER     CUT     TO     SIZE  PARTLY    FOLDED  FINISHED 

DIRECTIONS: 

a.     Place  the  sheet  of  paper  with  the  long  edges  in  a  hori- 
zontal position. 

111 


PAPER       AND       CARDBOARD       CONSTRUCTION 

b.  Fold  left  edge  nearly  to  center  of  sheet  and  crease. 

c.  Fold  right  edge  nearly  to  center  of  sheet  and  crease. 

d.  Open  to  original  position. 

e.  Fold  bottom  edge  up  nearly  two-thirds  of  the  distance 

to  the  top  edge  and  crease. 

f.  Fold  top  edge  down  nearly  to  folded  edge  at  bottom, 

crease  and  open. 

g.  Cut  away  corners  as  indicated  in  drawing  at  A,  B,  C,  D. 

These  cuts  may  be  made  at  an  angle  as  shown  in 
drawing,  or  they  may  be  made  on  folded  lines, 
h.     Refold  all  parts. 

NOTE: — Different  shaped  folders  should  be  made  if  time  per- 
mits. It  may  be  well  to  apply  paste  for  a  space  about  one-half 
inch  in  width  along  the  inside  edge  of  bottom  lap  and  press 
firmly  in  place  to  make  a  regular  envelope  in  place  of  the  en- 
velope folder. 

142.     Square  Envelope. 

Book  paper  or  cover  paper,  i  piece,  9"x  12". 

Paste. 

Rule,  pencil,  scissors. 
DIRECTIONS  : 

a.  Fold  one  short  edge  to  one  long  edge  and  crease  on 

diagonal  fold. 

b.  With  paper  in  this  position  cut  away  the  three-inch  strip. 

This  leaves  the  paper  9"  square. 

c.  Fold  the  other  diagonal. 

•    d.  Fold  A  to  B,  and  C  to  D,  as  shown  in  first  drawing. 

e.  Fold  bottom  up, — E  to  F,  as  shown  in  second  drawing. 

f.  Fold  top  down, — I  to  J,  as  shown  in  third  drawing. 

g.  Open  top  part  back  to  original  position,  and  with  rule 

draw  pencil  line  from  K  to  L,  and  M  to  L. 
h.  Open  all  folds  and  cut  away  portions  G  and  H. 
i.  Fold  in  sides  and  paste  at  D. 

112 


ENVELOPE     PROBLEMS 


j.     Apply  paste  at  edges  of  bottom  fold  and  press  into  place. 

NOTE: — Step  "h"  may  be  omitted  to  simplify  the  work  and 
the  paper  left  square  but  the  folds  will  be  more  clumsy. 


STEPS    IN    MAKING    SQUARE    ENVELOPE 

143.     Pocket  for  Clippings. 

Thin  tag  board,  i  piece,  9"x  12". 

Paste. 

Scissors. 
DIRECTIONS: 

a.  Cut  sheet  to  9"x  9"  as  directed  in  142,  "a"  and  "b". 

b.  Fold  other  diagonal. 

c.  Fold  in  the  four  corners  about  one-half  inch  past  the 

center  of  the  sheet,  and  in  the  following  order, — A,  B, 
C,  D,  as  shown  in  drawing. 

113 


PAPER       AND       CARDBOARD       CONSTRUCTION 


POCKET   CUT   TO   SIZE 


POCKET   FOLDED 


d.  Unfold  top  part,  D. 

e.  Cut  on  fold  E  F. 

f.  Paste  as  in  142. 

241.     Paper  Bag. 

Thin  cover  paper  or  manila  wrapping-paper,  i  piece, 

9"x  12". 
Paste. 
Rule,  pencil,  scissors. 

DIRECTIONS  : 

a.     Place  the  sheet  of  cover  paper  with  the  long  edges  in  a 
horizontal  position. 


/__!-l 


PAPER   BAG    CUT    TO    SIZE 
114 


ENVELOPE     PROBLEMS 


b.  Fold  the  left  edge  to  within  about  one  inch  of  the  right 

edge  and  crease. 

c.  Fold  the  remaining  one  inch  to  the  left  and  crease. 

d.  Fold  the  bottom  up  about  one  inch  and  crease. 

e.  Open  the  whole  sheet  and  cut  away  the  parts  as  shown 

in  the  drawing. 

f.  Refold  in  the  same  order  and  paste  the  laps  on  the  out- 

side. 

NOTE: — If  desired,  small  notches  may  be  cut  in  the  top  edge 
after  it  is  pasted  to  give  a  closer  resemblance  to  the  usual  form. 


PAPER     BAGS 


115 


PAPER       AND       CARDBOARD       CONSTRUCTION 

242.     Mailing  Envelope. 

Bond  paper  or  flat  writing-paper,  i  piece,  9"x  12". 

Paste. 

Rule,  pencil,  scissors. 


ENVELOPE  CUT  TO  SIZE 


ENVELOPE  FOLDED 


a. 


DIRECTIONS  : 

With  the  sheet  on  desk  and  long  edges  in  horizontal 
position,  lay  out  as  indicated  in  drawing.  The  follow- 
ing order  is  suggested : 

(1)  Locate     and     draw     horizontal     lines,     making 
measurements  from  the  bottom  of  the  sheet. 

(2)  Locate  and  draw  vertical  lines,  making  measure- 
ments from  left  edge  of  sheet. 

(3)  Locate  and  draw  slanting  lines. 

Call  attention  to  all  cutting  lines  and  consider  shape. 

Cut  to  lines. 

Fold  on  light  lines. 

Consider  final  shape. 

Paste  end  laps. 

Paste  bottom  lap. 


b. 
c. 
d. 
e. 
f. 
g- 


243.     Long  Mailing  Envelope. 

Bond  paper,  i  piece,  9"x  12". 

Paste. 

Rule,  pencil,  scissors. 


116 


ENVELOPE     PROBLEMS 


3      *!-*    J— 
ENVELOPE    CUT    TO    SIZE  ENVELOPE  FOLDED 

DIRECTIONS  : 

a.  Lay   out    in    same    manner    as    242.      Do    not    consider 

rounded  corners  until  whole  problem   is  laid  out  in 
straight  lines. 

b.  Lay  out  rounded  corners  with  pencil  without  measure- 

ments.    The  teacher  should  show  on  the  blackboard- 
how  much  the  corners  are  to  be  rounded. 

c.  Cut  to  shape. 

d.  Fold  and  paste  as  in  242. 

341.     Photo  Filing  Envelope. 

Light  or  medium  tag  board,  i  piece,  6"x  9". 

Glue. 

Rule,  pencil,  scissors. 


I 

1 

PHOTO   FILING    ENVELOPE 

DIRECTIONS  : 

a.     Locate  and  draw  lines  for  folds  as  indicated  in  the  draw- 
ing, —  the  first  \"  and  the  second  4f  "  from  the  left  edge. 
Locate  and  draw  a  line  f"  from  the  bottom  edge  and 

parallel  to  it. 
Draw  the  short  slant  lines  as  indicated. 


b. 


c. 


117 


PAPER       AND       CARDBOARD       CONSTRUCTION 


118 


ENVELOPE     PROBLEMS 


d.  Consider  the  shape  to  which  the  material  is  to  be  cut. 

e.  Cut  on  lines  indicated. 

f.  Fold  on  light  lines  and  consider  final  appearance. 

g.  Spread  glue  on  laps  and  press  firmly  in  place. 

NOTE: — The  bottom  should  be  folded  up  on  the  outside,  while 
the  lap  on  the  side  may  be  folded  either  on  the  inside  or  on  the 
outside.  This  envelope  is  suitable  for  filing  4"x  5"  dry  plates  or 
films  or  unmounted  photographs.  Mounted  photographs  not 
over  4-J"x  5!"  can  be  filed  comfortably  in  an  envelope  of  this  size. 

342.     Long  Filing  Envelope. 

Medium  weight  tag  board,  I  piece,  6"x  9". 

Glue. 

Rule,  pencil,  compass,  scissors. 


\~2f- 

LONG    FILING    ENVELOPE 

DIRECTIONS  : 

Lay  out  lines  for  folds  and  cuts  according  to  dimensions 
on  the  drawing.  The  order  of  procedure  is  suggested 
by  directions  in  number  341. 

Draw  center  line  as  shown  in  drawing. 

With  compass  set  at  ij"  radius  describe  an  arc  as  shown 
at  A.  The  center  for  this  arc  will  be  outside  the  sheet 
of  tag  board  and  any  piece  of  waste  paper  may  be  used 
on  which  to  extend  the  center  line.  The  location  of 
this  center  may  be  determined  by  the  pupil, 
d.  Cut,  fold,  and  glue  in  same  manner  as  in  number  341. 


a. 


b. 


c. 


119 


PAPER       AND       CARDBOARD       CONSTRUCTION 

343.     Large  Filing  Envelope. 

Medium  or  heavy  tag  board,  i  piece,  g"x  12". 

Glue. 

Rule,  pencil,  scissors. 


LARGE    FILING    ENVELOPE 

DIRECTIONS  : 

a.  Place  the  sheet  of  tag  board  on  the  desk  with  the  short 

edges  in  a  horizontal  position. 

b.  Begin  at  left  edge  and  make  measurements  on  both  top 

and  bottom  as  follows, — 2,\"  from  left  edge,  4^"  from 
last  point  located,  then  2^"  from  last  point. 

c.  Draw  vertical  lines  thru  these  points. 

d.  In  the  same  manner  locate  and  draw  the  horizontal  lines. 

e.  Locate  points  and  draw  lines  for  the  slanting  cuts. 

f.  Consider  final  shape  before  cutting. 

g.  Cut  to  shape  indicated  by  heavy  lines, 
h.     Fold  on  light  lines. 

i.      Consider   the   construction   of   the   finished   envelope   as 

shown  in  the  second  drawing. 
j.      Apply  a  thin  coat  of  glue  to  the  laps  and  press  firmly  in 

place.    The  top  lap  is  left  without  gluing. 

120 


ENVELOPE     PROBLEMS 


ENVELOPES 


441.     Paper  Bag  with  Folds. 

Thin  cover  paper,  i  piece,  9"x  12". 

Paste. 

Rule,  pencil,  scissors. 

DIRECTIONS  : 

a.  Place  the  sheet  on  the  desk  with  the  long  edges  in  a 

horizontal  position. 

b.  Measure  from   lower  left  corner  to  right  4^"  and  fold 

left  edge  to  this  point. 

c.  Measure  from  lower  right  corner  to  left  8^"  and  fold 

121 


PAPER       AND       CARDBOARD       CONSTRUCTION 

right   edge   to   this   point,  x  represents   the   end   view 
when   folded, 
d.     Paste  the  lap  from  end  to  end. 


STEPS   IN    MAKING   PAPER   BAG    WITH    FOLDS 

e.  When  the  paste  is  sufficiently  dry  move  the  lap  joint  to 

the  right  \\"  and  crease  edges  in  this  position.     This 
is  shown  in  B,  and  in  end  view  "y". 

f.  Note  now  that  the  opening  is  in  rectangular  form  as  at 

C  which  is  an  end  view. 

g.  Fold  in  sides  as  shown  at  D  and  press  flat, 
h.     Fold  up  bottom  about  i"  as  at  E. 

i.  Cut  away  the  unnecessary  material  in  this  fold  and  paste 
as  shown  in  F.  Only  one  thickness  of  paper  should  be 
left  to  paste. 


ENVELOPE     PROBLEMS 


442.     Flat  Envelope  File. 

Medium  tag  board,  4  pieces,  9"x  12". 

Cloth  board,  i   piece,  9"x  12" '.     These  may  be  cut 

to  sizes  required. 
Binders'  cloth,  i  piece,  6"x  18". 
Marble  paper,   i  piece,  9"x  12". 
Paste,  glue. 
Rule,  pencil,  scissors. 
DIRECTIONS  : 

a.  Lay   out   four   envelopes   from   tag   board   according   to 

dimensions  in  drawing. 

b.  Fold  on  light  lines  with  part  A  folded  first.     This  brings 

the  visible  edge  of  the  joint  in  the  center  of  the  en- 
velope as  shown  in  drawing  at  B. 

c.  Fold  up  bottom  lap. 

d.  Glue  each  joint  carefully  and  place  under  a  weight  until 

dry. 

e.  Lay  out  curve  at  top  end  of  envelope  and  cut  to  line  as 

shown  at  B. 

f.  Cut  binders'  cloth  to  size  for  the  folded  hinge  at  bottom 

ends  of  envelopes.  At  F  and  G  are  shown  two  methods 
of  hinging.  At  F  the  file  is  used  without  the  cover 
boards,  while  at  G  the  folded  hinge  is  fastened  into  a 
cloth  covered  case.  Another  form  of  this  case  is  shown 
at  H  with  a  lap  around  one  end,  this  being  the  form 
for  which  material  is  included  in  foregoing  list.  If 
hinge  is  to  be  made  as  at  F,  cut  the  binders'  cloth  as 
shown  at  C,  5"x  7"  and  make  folds  \"  apart  alternating 
up  and  down  ;  if  as  at  G,  cut  as  shown  at  E,  5"x  9"  and 
fold  in  same  manner. 

g.  Apply  glue  to  envelopes  and  set  into  folds  of  binders' 

cloth.     See  illustrations  at  F  and  G. 

NOTE: — If  a  cover  is  desired  it  may  be  made  as  shown  at  G 
by  fastening  two  pieces  of  cloth  board  or  marble  board  together 
with  a  piece  of  binders'  cloth  4"x  5"  D,  and  gluing  the  hinges  on 

123 


PAPER   AND   CARDBOARD   CONSTRUCTION 


V 


"In. 

"7 


-/£"-*-/• 


-74- 


THREE    STEPS    IN    MAKING   FLAT    ENVELOPE    FILE 

the  inside  of  the  board  covers.  Another  form  of  cover  is  shown 
at  H.  Here  binders'  cloth  may  be  used  for  the  hinges  only  or  the 
whole  cover  may  be  covered  with  it.  Corners  may  also  be  made 
as  an  additional  problem.  Covers  should  be  lined  with  marble 
paper. 

124 


ENVELOPE     PROBLEMS 


If  much  filing  is  to  be  done  a  filing  case  as  shown  in  the 
drawing  below  will  be  found  convenient. 
This  case  is  made  as  follows : 

a.  Cut  soft  wood  base  ^"x  5^"x  n-J". 

b.  Cut  two  soft  wood  ends  ^"x  5^"x  8;'". 

c.  Cut  two  cloth  board  sides  each  8f"x  12".    Use  No.  15,  20 

or  25  stock. 

d.  Fasten  the  ends  of  the  base  with  i£"  brads. 

e.  Fasten  the  sides  to  ends  and  base  with  f "  flat  heads,  thin. 

f.  Cover  corners  with  stay  tape  or   i^"  strips  of  binders' 

cloth. 

g.  Cover  sides  and  ends  with  marble  paper  or  cover  paper. 

It  may  seem  desirable  to  line  the  case  with  marble  paper  or 
cover  paper  to  make  a  better  inside  appearance.  In  this  case, 
either  the  outer  or  inner  paper  should  be  carried  over  the  top  edge. 


y 


DESK   FILING   CASE   FOR   5"x     ^"    ENVELOPES 


125 


PAPER       AND       CARDBOARD       CONSTRUCTION 


BOOK   ENVELOPE  FILE 

443.     Book  Envelope  File. 

Medium  weight  tag  board,  4  pieces,  9"x  12". 
Cloth  board,  2  pieces,  3f "x  8"  (cut  from  Q"X  12"). 
Binders'  cloth,  i  piece,  9"x  12" '. 
Marble  paper,  i  piece,  9"x  12". 
Paste,  glue,  eyelets,  string. 
Rule,  pencil,  scissors,  eyelet  punch. 
126 


ENVELOPE     PROBLEMS 


=KFf 


ENVELOPE   AND    CASE   FOR   BOOK    ENVELOPE   FILE 

DIRECTIONS  : 

a.  Lay   out  four   envelopes   from   tag  board   according  to 

dimensions  given  in  drawing.    For  order  of  operations 
in  laying  out  envelopes  see  number  242,  on  page  102. 

b.  Fold  and  glue.     Fasten  bottom  lap  over  end  laps  as  il- 

lustrated above. 

c.  Punch  holes  and  set  eyelets  in  envelopes.     Locate  holes 

near  bottom  corners. 

d.  Cut  binders'  cloth  to  9"x  10^".    Save  remaining  strip  for 

"i"  on  page  129. 

127 


PAPER   AND   CARDBOARD   CONSTRUCTION 

e.  Place  the  two  pieces  of  cloth  board  on  the  binders'  cloth 
and  make  pencil  lines  around  them.  Make  sure  that 
the  distance  between  the  boards  is  the  same  (li")  at 
both  top  and  bottom. 


BOOK    ENVELOPE    FILE 

Cut  the  corners  away  as  shown.  Enough  cloth  should 
be  left  at  the  corners  so  that  when  it  is  folded  it  will 
completely  cover  the  cloth  board. 

Apply  glue  to  the  cloth  board  and  press  into  place.  Glue 
must  be  spread  thinly  and  evenly. 

128 


ENVELOPE     PROBLEMS 


h.     Fold  the  cloth  over  edges  of  boards,  and  glue. 

i.  From  remaining  strip  of  binders'  cloth,  cut  a  piece 
i  ,!"x  7 •','".  This  is  to  be  glued  down  the  center  of  the 
back,  inside,  to  make  the  hinge  stronger  and  more 
durable. 

j.      Cut  two  pieces  of  marble  paper  3^"x  7^". 

k.     Paste  marble  paper  inside  of  covers  y  from  edges. 

1.  Punch  holes  in  cover  in  such  positions  as  will  coincide 
with  the  holes  in  the  envelopes,  and  set  eyelets.  There 
should  be  a  margin  between  the  outer  edges  of  the 
envelopes  and  the  edges  of  the  cover  of  about  ^". 

m.  A  shoe  lace  or  piece  of  strong  black  cord  may  be  used 
to  hold  envelopes  in  place  in  the  cover. 

NOTE: — The  envelope  problems  suggested  on  the  preceding 
pages  represent  some  variety  in  an  important  line  of  paper  con- 
struction. Other  styles  and  shapes  will  suggest  themselves. 

On  the  next  page  the  full  sequence  of  envelope  problems  is 
arranged  for  comparative  study. 


129 


PAPER       AND       CARDBOARD       CONSTRUCTION 


\4\ 


ENVELOPE   FOLbEft 


\42 


SQUARE  EMLOPf 


\43 


24\ 


PHOTO  HUMS 
CNVELOPC 


243 


MAILING  fWf LOPE 


342 


LQN6  F/LIM6  EWflOff 


LARK  FHMBHK 


FLAT ENKLOK  fltC 


3MX  WITH  FOLDS  BOOfffWfLOff  FILf. 

ENVELOPE    PROBLKMS    ARRAXGED    BY    GRADES 


130 


VI 
PLANNING  OF  COURSES 

WHILE  the  preceding  chapters  describe  what  may  seem 
to  be  desirable  sequences  for  use  in  schools,  the  authors 
do  not  wish  to  recommend  that  all  teachers  who  use 
the  book  shall  follow  such  an  arrangement,  but  prefer  to  have  the 
book  suggestive  to  any  one  who  may  have  the  work  of  planning 
courses  in  paper  and  cardboard  construction.  Such  courses  will 
vary  as  the  point  of  view  varies.  The  educational  ideals  of  a 
community,  the  requirements  of  a  superintendent,  or  the  particu- 
lar interests  of  the  supervisor  may  affect  the  whole  scheme  of 
organization.  After  an  analysis  of  the  fundamentals  in  planning 
a  course  and  a  brief  statement  of  some  of  the  recognized  points 
of  view,  four  schemes  are  given  as  typical  outlines  of  courses  of 
study. 

FUNDAMENTALS    IN    PLANNING 

In  planning  a  course  of  study  in  any  subject,  the  first  matter 
demanding  attention  is  the  formulation  of  definite  aims  which 
may  be  accomplished  by  means  of  the  course.  The  more  definite 
and  specific  these  become  the  better  can  a  course  be  adjusted  to 
meet  them.  The  ideals  of  the  local  school  system  may  form  the 
background  for  this  determination,  the  point  of  view  of  its 
officers,  and  the  training  and  experience  of  the  special  supervisor 
must  all  be  considered ;  the  details  of  the  regular  course  of  study 
and  of  the  school  administration  and  the  wishes  of  teachers  in  the 
lower  grades  all  affect  the  purpose  and  scope  of  the  course,  but 
these  are  only  a  starting  point  for  a  systematic  statement  of  such 
particular  aims  as  can  reasonably  be  expected  to  have  a  place  in 
a  rational  course  of  study. 

The  supervisor's  first  duty  then  is  to  determine  the  purpose 
of  the  course  as  a  whole  and  the  purposes  of  the  different  parts 
of  such  a  course,  either  by  grades  or  by  principal  divisions  of  the 
subject.  Some  of  the  purposes  for  the  course  as  a  whole  are 
named  on  pages  134  to  137  as  "The  Point  of  View".  The  purpose 

131 


PAPER       AND       CARDBOARD       CONSTRUCTION 

back  of  this  book  is  indicated  in  the  introduction.  Purposes  for 
the  principal  divisions  of  paper  and  cardboard  work  as  described 
here  are  given  at  the  beginning  of  chapters  II,  III,  IV  and  V. 

The  next  matter  requiring  attention  is  the  determination  of 
the  things  which  shall  be  made  and  what  information  shall  be 
acquired  in  the  progress  of  instruction.  On  pages  137  to  148 
different  arrangements  of  the  course  are  indicated,  and  steps  in 
the  making  of  each  problem  are  given  on  pages  19  to  130.  This 
detailed  analysis  includes  the  number  and  name  of  each  problem, 
the  material  and  equipment  needed  by  the  pupil,  a  working  draw- 
ing, directions  for  making  the  problem,  and  supplementary  notes. 

The  planning  of  a  course  should  at  least  be  suggested  by  the 
supervisor  altho  many  details  may  be  left  to  the  individual 
teacher.  When  it  comes  to  methods  of  handling  the  work  in  the 
class  room,  they  should  be  left  largely  or  entirely  to  the  teacher 
in  charge  of  the  room.  The  relations  of  the  supervisor  to  the 
teacher  are  indicated  in  chapter  VIII.  It  is  important  to  re- 
member here  that  as  far  as  the  planning  of  a  primary  handwork 
course  is  concerned,  the  supervisor  must :  (a)  determine  the 
purposes  of  the  course,  (b)  outline  the  content  of  the  course  in 
its  best  arrangement  of  detail,  (c)  see  that  such  methods  are  used 
as  will  bring  proper  results. 

THE  NUMBERING  SYSTEM 

In  order  that  the  supervisor  may  be  able  to  indicate  briefly 
the  various  problems  in  a  course,  it  is  desirable  that  some  simple 
symbol  be  used,  and  a  numbering  system  has  been  selected  for 
use  here.  The  numbering  system  thruout  the  book  is  as  follows : 
There  are  three  numbers  employed  for  each  problem  and  they 
read  from  the  left  as  follows :  121  (one-two-one)  square  box. 
433  (four-three-three)  desk  pad. 

The  first  number,  at  the  left,  represents  the  grade  in  school : 

1  (one)    referring  to  the  first  grade. 

2  (two)   referring  to  the  second  grade. 

3  (three)  referring  to  the  third  grade. 

4  (four)   referring  to  the  fourth  grade. 

132 


PLANNING     OF     COURSES 


The  second  number,  in  the  middle,  represents  the  group  from 
which  the  problem  is  selected  : 

1  (one)  referring  to  the  group  of  book  problems. 

2  (two)  referring  to  the  group  of  box  problems. 

3  (three)  referring  to  the  group  of  card  problems. 

4  (four)  referring  to  the  group  of  envelope  problems. 

The  third  number,  at  the  right,  represents  the  intended  se- 
quence of  the  group  in  each  grade : 

i  or  2  or  3  referring  to  the  first  or  second  or  third  problem 
of  the  selected  group  and  in  the  particular  grade. 

The  following  table  represents  the  arrangement  by  grades  and 
by  groups. 

Book  Problems 


FIRST 

SECOND 

THIRD 

FOURTH 

GRADE 

GRADE 

GRADE 

GRADE 

I 

I     I 

2 

I 

I 

3 

i  i 

4 

i   i 

I 

I    2 

2 

I 

2 

3 

I    2 

4 

I    2 

I 

i  3 

2 

I 

3 

3 

i  3 

4 

i  3 

I 

i  4 

2 

I 

4 

.3 

i  4 

4 

i  4 

I 

i  5 
i  6 

2 
2 

I 

5 
6 

3 
3 

i  5 
i  6 

4 
4 

i  5 
i  6 

2 

I 

7 

4 

i  7 

Box  Problems 


121 

221 

3  2  i 

4  2  i 

122 

222 

322 

422 

I  2  3 

223 

323 

423 

324 

424 

•  4  2  5 

I  3  I 

2  3  I 

3  3  i 

4  3  i 

I  3  2 

232 

332 

432 

i  3  3 

233 

333 

433 

i  4  i 

2  4  I 

34  i 

4  4  i 

I  4  2 

242 

342 

442 

i  4  3 

243 

343 

443 

Card  Problems 


Envelope  Problems 


Variations  from  this  order  are  suggested  on  pages  142  to  148 
but  the  numbers  may  still  be  used  for  purposes  of  classifi- 
cation. 

133 


PAPER       AND       CARDBOARD       CONSTRUCTION 


THE  POINT  OF  VIEW 

In  the  determination  of  purposes  for  the  handwork  course, 
the  following  points  of  view  are  significant: 

The  point  of  view  in  planning  a  course  in  primary  handwork 
may  be  that  of  a  logical  arrangement  of  processes  of  handling 
materials  so  as  to  bring  in  a  progress  from  easy  to  difficult,  and 
to  have  each  exercise  prepare  for  the  next.  The  use  of  the  pro- 
jects may  take  a  secondary  place  or  may  correlate  by  running  in 
a  parallel  direction,  the  work  being  modified  so  as  to  give  the 
desired  sequence  and  at  the  same  time  meet  the  uses  which  appear 
from  time  to  time.  Information  regarding  industrial  phases  of 
the  work  may  be  given  in  connection  with  the  sequenced 
problems. 

The  point  of  view  may  be  the  grouping  of  types  of  construc- 
tion with  the  emphasis  placed  upon  a  logical  arrangement  of 
processes  as  before  or  upon  the  meaning  of  the  subject  matter. 
The  general  arrangement  of  the  problems  in  this  book  is  of  four 
groups  distributed  over  the  first  four  grades.  Within  each  group 
there  are  sequences  arranged  in  order  of  difficulty.  There  seems 
to  be  an  advantage  in  this  arrangement  in  the  printed  book  as  it 
enables  the  teacher  to  follow  each  group  of  problems  from  begin- 
ning to  end.  In  a  course  of  study,  such  an  arrangement  gives 
the  child  enough  of  each  kind  of  problem  to  keep  up  the  interest 
and  to  give  an  adequate  view  of  the  type  of  work. 

The  point  of  view  may  be  that  of  the  thought  side  involved 
and  the  projects  be  so  planned  that  they  will  become  a  part  of 
an  organized  study  of  details  of  selected  industries.  Handwork 
becomes  in  this  case  of  secondary  importance,  and  the  informa- 
tional values  predominate.  The  making  of  things  is  then  for 
illustrative  purposes,  to  make  ideas  more  definite,  to  give  a  more 
adequate  notion  of  processes  of  manufacture,  or  to  teach  the 
nature  of  materials  thru  their  manipulation.  This  informational 
value  should  always  be  present  in  some  degree,  but  the  emphasis 
may  not  always  be  placed  upon  the  ideas  involved. 

134 


PLANNING     OF     COURSES 


The  point  of  view  may  be  the  technical  value  of  the  skill  in- 
volved in  the  making  of  the  different  projects.  This  skill  may 
be  the  beginning  of  a  general  dexterity  and  control  of  the  hand 
and  eye  or  it  may  be  the  beginning  of  a  special  skill  related  to 
the  particular  type  of  work.  This  skill  comes  largely  thru  con- 
tinued drill  upon  a  few  operations  with  a  concentration  of  atten- 
tion and  effort.  For  a  general  dexterity  and  fundamental  training 
of  the  hand  as  a  foundation  for  special  skill  in  later  work,  two  or 
three  repeats  should  generally  be  enough.  These  must  require 
the  best  interest  and  diligence  of  which  the  pupil  is  capable,  for 
real  growth.  For  special  skill  in  the  particular  operations  it  is 
necessary  to  repeat  a  process  many  times,  or  until  it  becomes 
nearly  automatic,  and  this  usually  has  no  place  in  the  public 
schools,  or  at  least  not  in  the  lower  grades.  Where  this  special 
skill  is  desired,  many  of  the  problems  suggested  in  this  book  will 
be  found  of  value  in  repeat  work.  It  must  be  recognized  however 
that  commercial  processes  include  devices  and  kinks  which  save 
time  and  labor,  and  where  many  repeats  are  looked  for,  these 
should  be  employed.  References  covering  this  subject  are  in- 
dicated in  the  bibliography. 

The  point  of  view  may  be  as  an  aid  to  art  teaching,  the  pro- 
viding of  small  objects  suitable  for  decoration,  or  furnishing  an 
outlet  for  the  design  of  paper  and  cardboard  work.  Too  often 
does  the  art  teacher  find  it  difficult  to  give  adequate  directions 
for  making  boxes,  booklets,  envelopes,  and  card  problems,  and  the 
outlines  here  given  will  aid  in  such  work  and  enable  the  art 
teacher  to  plan  parallel  courses  in  drawing  and  construction. 
The  paper  and  cardboard  construction  in  this  case  assumes  a 
position  supplementary  to  the  drawing  course,  an4  may  have  its 
arrangement  determined  by  the  organization  of  the  work  in 
drawing. 

The  point  of  view  may  be  that  of  an  aid  to  teaching  any  or  all 
of  the  regular  elementary  studies,  and  such  problems  may  be 
selected  as  will  meet  needs  of  the  class  room  as  they  appear  from 
time  to  time.  As  an  example,  a  scrap-book  may  be  made  when 

135 


PAPER       AND       CARDBOARD       CONSTRUCTION 

collections  of  illustrative  material  need  a  permanent  mounting. 
It  is  important  here  to  realize  that  only  such  work  should  be 
given  as  will  meet  the  range  of  the  pupil's  ability.  Such  work  in 
any  case  loses  all  of  its  definiteness  and  becomes  unsystematic, 
but  may  be  of  service  to  other  subjects  so  as  to  warrant  its  be- 
coming a  small  part  of  a  public  school  course. 

The  point  of  view  may  be  that  of  method  in  teaching,  and  the 
planning  of  the  primary  courses  in  handwork  may  have  as  its 
first  consideration  the  handling  of  the  work  in  class,  including 
the  method  of  presentation,  a  study  of  the  cost  and  care  of  equip- 
ment and  supplies,  and  the  apportionment  of  time  to  the  different 
branches.  Handwork  may  be  a  method  only  and  have  no  special 
content  of  its  own.  Of  the  things  which  seem  desirable  to  teach 
in  the  elementary  school,  it  is  found  that  some  can  best  be  taught 
in  the  handwork  class.  Of  the  habits  which  seem  desirable  to 
train,  it  is  found  that  some  can  be  well  emphasized  in  the  hand- 
work class.  Thus  handwork  in  some  places  has  no  identity  as  a 
subject,  but  is  a  way  of  handling  certain  other  school  subjects. 

The  point  of  view  may  be  the  building  around  centers  of 
interest.  Such  features  of  social  activity  as  occupations,  civic 
life,  the  home,  and  holidays  may  become  central  thoughts  in  a 
part  of  the  elementary  curriculum,  and  stories,  number  work, 
descriptions,  drawing,  and  the  making  of  things  all  serve  to  add 
meaning  to  the  ideas  involved.  This  studying  of  the  interests  of 
children  with  the  endeavor  to  meet  them  has  become  the  most 
significant  feature  in  many  schools,  and  details  of  the  course 
have  been  modified  as  needed  to  meet  these  interests.  In  such 
places  the  suggestion  of  such  problems  as  are  described  in  this 
book  does  not  jieed  to  concern  itself  with  any  logical  arrangement 
of  processes. 

Whatever  the  point  of  view,  the  planning  of  a  course  is  one 
of  the  important  functions  of  the  supervisor  of  primary  handwork 
and  should  be  given  its  due  consideration.  The  determination  of 
the  purpose  or  point  of  view,  the  outlining  of  such  details  of  the 
course  as  will  carry  out  the  purpose,  and  the  making  of  sug- 

136 


PLANNING     OF     COURSES 


gestions  of  methods  for  handling  these   details  belong  to  the 
supervisor. 

ARRANGEMENT   OF   PROBLEMS 

There  are  different  ways  of  grouping  the  problems  in  each 
grade,  so  as  to  bring  in  a  sequence  of  manipulations  of  increasing 
difficulty.  It  is  also  possible  to  arrange  several  sequences,  each 
more  or  less  independent  of  the  others  but  enabling  the  pupil  to 
profit  constantly  from  his  previous  efforts.  Four  arrangements 
are  suggested : 

A.  First    grade : — book    problems,    box    problems,    card    problems,    en- 

velope problems. 
Second   grade,   third   grade,   and    fourth   grade : — same   grouping   as 

for  first  grade  but  with  added  difficulty  in  each  grade. 
This  grouping  is  the  most  systematic  and  logical. 

B.  Each  grade : — a  problem  or  two   from  each  group  above,  and  then 

a  repeat  from  each  group. 

These  changes  may  seem  desirable  for  the  sake  of  variety  and 
interest. 

C.  Each    grade : — a    selection    of   problems    from   each   group    arranged 

in  the  order  of  difficulty  for  the  entire  scheme  regardless  of  the 
classification    of   problems. 

This  arrangement  may  seem  a  little  disjointed  in  content,  but 
furnishes  a  very  definite  line  of  training  for  the  child  and  may 
prove  more  interesting  than  "A"  or  "B". 

D.  First  and  second  grades : — arranged  as  in  "A",  "B",  or  "C". 
Third  and  fourth  grades : — a  concentration  upon  one  or  two  groups 

of  problems  for  most  of  the  work  of  an  entire  year. 
This  arrangement  furnishes  a  training  in  technical  skill  not  possible 
with  the  other  arrangements. 

A 

PROBLEMS  GROUPED  FOR  EACH  GRADE 
Groups  of  problems  for  each  grade  are  outlined  below  as  sug- 
gested at  "A".  The  full  arrangement  of  problems  with  a  state- 
ment of  the  new  processes  or  those  especially  emphasized  in  each 
problem,  by  grades,  is  given  below.  It  is  understood  that  nearly 
every  problem  involves  some  repeat  of  former  processes,  besides 
the  new  processes.  Many  of  the  problems  may  be  omitted  if 

137 


PAPER       AND       CARDBOARD       CONSTRUCTION 

there  is  not  enough  time,  but  some  problems  should  be  taken 
from  each  group. 

FIRST  GRADE 

BOOK    PROBLEMS 

I.     in.     Mounting  folders page     19 

Folding,   creasing,   cutting  picture,   pasting  picture. 

II.     112.     Booklet  folder   page     20 

Tearing  edge,   gluing  or  pasting  narrow   edge. 

III.  113.     Pocket  note-books    page     21 

Folding  for  8,  12  and  16  pages,  sewing  single  section  thru  three 
holes,  tearing  leaves  apart. 

IV.  114.     Book  of  color  schemes page     24 

Study  of  color  samples,  selection  of  colors,  mounting  colors. 

V.     115.     Drawing-book    page     25 

Folding  wide  opening  book,  making  drawings  in  book. 

VI.     1 16.     Laundry  list page     27 

Fastening  eyelet,  tying  cord,  writing  title  on  outside. 

BOX    PROBLEMS 

VII.     121.     Square  box   page     67 

Folding  stiff  material,  gluing  square  corners. 

VIII.     122.     Square  tray .page     68 

Folding  and  gluing  narrow   folds. 

IX.     123.     Rectangular  tray page     69 

Folding,  cutting,  and  gluing  heavy  material. 

CARD   PROBLEMS 

X.     131.     Mounted  drawings   page     92 

Studying  proportions  and  mounting  with   paste. 

XI.     132.     Book-marks     page     93 

Determining  outline  and  planning  border,  making  line  with  pencil 
or  crayon. 

XII.     133.     Calendar page     94 

Mounting  of  picture  and  calendar  together. 

ENVELOPE    PROBLEMS 

XIII.  141.     Envelope  folder page  in 

Folding  and  cutting  to  folded  line,  and  cutting  off  slant  edge. 

XIV.  142.  Square  envelope  page  112 

Folding  accurately  to  line  and  pasting  neatly. 

XV.     143.     Pocket  for  clippings page  113 

Careful   cutting  to   folded  lines. 

138 


PLANNING     OF     COURSES 


SECOND   GRADE 

BOOK   PROBLEMS 

I.     211.     Paper  portfolio    page     29 

Measuring  for  length,  connecting  points  with  pencil,  and  using 
stay  tape  over  crease. 

II.     212.     Paper  portfolio  with  laps  page     30 

Measuring  for  length,  three  dimensions,  laying  out  corners. 

III.  213.     Book  of  designs page     30 

Sewing  thru   four   holes,  lettering  cover. 

IV.  214.     Weather  record  page     31 

Observation  of  weather  and  careful  pasting  of  weather  flags. 

V.     215.     Receipt-book page     34 

Sewing  several  thicknesses  of  paper,  gluing  binders'  cloth  over 
outside  fold. 

VI.     216.     Note-book page     35 

Sewing  two  sections  together,  gluing  book  into  cover. 

VII.     217.     Paged  blank  books    page     36 

Numbering  of  pages,  study  of  arrangement  of  pages. 

BOX    PROBLEMS 

VIII.     221.     Small  square  box   page     71 

Laying  out  box  to  dimensions,  cutting  and  folding  to  measured 
lines. 

IX.     222.     Rectangular  open  box page     71 

Laying  out  larger  measurements,  making  two  measurements  with 
one  setting  of  rule. 

X.     223.     Box  with  reinforced  corners   page     72 

Scoring  heavy  material,  use  of  stay  tape  on  box  corners. 

CARD    PROBLEMS 

XL     231.     Desk  blotters   page     96 

Cutting  blotters  to  uniform  size,  punching  and  tying. 

XII.     232.     Photo  mount   page     98 

Study    of    proportion    and    color    in    mounting,    mounting    upon 
double  mounts. 

XIII.  233.     Glass   cover    page  100 

Laying  out  of  octagons,  making  simple  octagonal  designs. 

ENVELOPE   PROBLEMS 

XIV.  241.     Paper  bag , . .  .page  114 

Folding,  and  cutting  long  fold. 

139 


PAPER       AND       CARDBOARD       CONSTRUCTION 

XV.     242.     Mailing  envelope page   116 

Laying    out    several    small    measurements,    careful    pasting    and 
folding. 

XVI.     243.     Long  mailing  envelope   page  116 

Laying  out  and  cutting  rounded  corners. 

THIRD  GRADE 

BOOK   PROBLEMS 

I.     311.     Scrap-book    page     42 

Folding  double  center  for  book,  gluing  cover  over  leaves  so  as 
to  make  two  sharp  edges. 

II.     312.     Small  sewed  pamphlet    page     44 

Sewing  two,  three,  four  and  five  sections. 

III.  313.     Sewed  pamphlet,  reinforced  back page     46 

Gluing  binders'  cloth  around  square  corner  fold. 

IV.  314.     Cloth  covered  portfolio  page     47 

Making  of  case  for  bookbinding : — pasting  binders'  cloth  to  cloth 
board,   gluing   laps   down,   pasting   lining   paper   inside. 

V.     315.     Glued  booklet page     48 

Gluing  several  sections  one  into  another. 

VI.     316.     Cloth  bound  book    page     49 

Fastening    sewed    sections    into    case :— backing    sections,    gluing 
against  covers,  and  lining. 

BOX    PROBLEMS 

VII.     321.     Covered  small  box  page     74 

Fitting  cover  to  box,  pasting  colored  paper  over  box  and  cover. 

VIII.     322.     Pencil  box  with  fitted  cover page     76 

Fastening  corners  with  double  paper. 

IX.     323.     Candy  box    page     77 

Making  end  folds,  fitting  laps  at  ends. 

X.     324.     Folding  box   page     80 

Very  accurate  laying  out  and  cutting,  fitting  of  folded  tabs. 

CARP    PROBLEMS 

XL     331.     Post  cards    page  101 

Neat  cutting  of  heavy  material,  making  banded  decoration. 

XII.     332.     Page  holder   page  102 

Punching  and  cutting  between  holes,  cutting  corners. 

140 


PLANNING     OF     COURSES 


XIII.  333.     Shipping   tags    page  102 

Laying   out   from   center   line,   punching  three   thicknesses,   tying 
loop 

ENVELOPE    PROBLEMS 

XIV.  341.     Photo  filing  envelope page  117 

Laying   out    with    care    to    exact    size,    gluing   neatly. 

XV.     342.     Long  filing  envelope    page  119 

Use  of  compasses,  cutting  of  curved  line. 

XVI.     343.     Large  filing  envelope page  120 

Cutting  and  gluing  large  pieces  of  heavy  material. 

FOURTH  GRADE 

BOOK   PROBLEMS 

I.     41 1.     Pocket  paper  file    page     52 

Cutting  of  marking  tabs,  gluing  of  hinge. 

II.     412.     Desk  paper  file    page     54 

Cutting  tabs   from  heavy  material,   gluing  large  pieces  of  stock. 

III.  413.     Note-book  covers    page     54 

Making    hinge    of    binders'    cloth,    punching    holes    and    setting 
eyelets. 

IV.  414.     Portfolio  with  cloth  corners page     58 

Fitting  of  corners  and  back,  gluing  up  carefully. 

V.     415.     Bound   scrap-book page     61 

Combination  of  problems  number  311  and  316. 

VI.     416.     Bound  drawings   page     61 

Sewing  thru  cover  and  drawings. 

VII.     417.     Rebound  book  or  bound  magazines  ....page     62 
Removing  old  covers  and  attaching  canvas  backing. 

BOX    PROBLEMS 

VIII.     421.     Pin  box  with  cover   page     81 

Pasting  cover  paper  over  sides  and  cover  of  box. 

IX.     422.     Post  card  box   page     83 

Laying    several    measurements    from    center    line,    very    careful 
folding,  and  neat  gluing. 

X.     423.     Original   box    page     84 

Designing  box  and  making  working  drawing,  cutting  of  straw- 
board,  lining  of  box  and  cover. 

141 
10 


PAPER       AND       CARDBOARD       CONSTRUCTION 

XL     424.     Pen   box page     86 

Making  of  very  accurate  joints  with  strawboard  and  box  board. 

XII.     425.     Sliding  box page     88 

Fitting  of  case  to  box. 

CARD    PROBLEMS 

XIII.  431.     Postal   scale    page  103 

Gluing  broad  surfaces,  marking  with  standard  weights. 

XIV.  432.     Folder  picture  mount   page  105 

Studying  good  proportion  for  double  mount. 

XV.     433.     Desk  pad page  107 

Cutting  and  fastening  of  corners  of  heavy  cover  paper,  fitting  of 
blotters. 

ENVELOPE    PROBLEMS 

XVI.     441.     Paper  bag  with  folds    page  121 

Double  folding  for  typical  paper  bag. 

XVII.     442.     Flat  envelope  file   page  123 

Making  of  flexible  hinge,  fitting  of  case  to  envelopes. 

XVIII.     443.     Book  envelope  file   page  126 

Punching  and  tying  envelopes  within  case. 

B 


The  selection  of  problems  from  the  book  group,  the  box 
group,  the  card  group,  and  the  envelope  group  in  regular  rota- 
tion has  at  least  the  advantage  of  adding  the  interest  which 
comes  from  variety.  The  following  arrangement  is  suggestive 
for  this  feature.  (See  B  on  page  137.) 

FIRST  GRADE 

I.  in.     Mounting  folders 19 

II.  121.     Square  box    67 

III.  131.     Mounted  drawings    92 

IV.  141.     Envelope  folder  in 

V.  1 12.     Booklet  folder    20 

VI.     122.     Square    tray    68 

VII.     132.     Book-marks 93 

VIII.     142.     Square   envelope    112 

142 


PLANNING     OF     COURSES 

IX. 

113. 

Pocket  note-books  

.  .  .     21 

X. 

123. 

Rectangular  tray   

...     6q 

XL 

133. 

Calendar    ,  

....     94 

XII. 

143- 

Pocket  for  clippings   

...   H3 

XIII. 

114. 

Book  of  color  schemes   

.  ..     24 

XIV. 

115- 

Drawing-book  

...     25 

XV. 

lid 

Laundry  list   

...     27 

SECOND  GRADE 

I. 

211. 

Paper  portfolio  

...     29 

II. 

221. 

Small  square  box  

.  ..     71 

III. 

23I. 

Desk    blotters    

...      q6 

IV. 

241. 

Paper    bag    

.  ..    114 

V. 

212. 

Paper  portfolio  with  laps  

...      30 

VI. 

222. 

Rectangular  open  box  

.  ..      71 

VII. 

232. 

Photo   mount    

...      Q8 

VIII. 

242. 

Mailing  envelope  

...   116 

IX. 

213. 

Book  of  designs    

.  ..     30 

X. 

223. 

Box  with  reinforced  corners   

...     72 

XL 

233- 

Glass  cover  

.  .  .     TOO 

XII. 

243- 

Long  mailing  envelope    

...   116 

XIII. 

214. 

Weather  record   

...    31 

XIV. 

215. 

Receipt-book  

...     34 

XV. 

216. 

Note-book    

•  •     35 

XVI. 

217. 

Paged  blank  books   

...     36 

THIRD  GRADE 

I. 

3II. 

Scrap-book    

...     42 

II. 

321. 

Covered  small  box    

....     74 

III. 

331. 

Post  cards   

.  .     IOI 

IV. 

341- 

Photo  filing  envelope  

...   117 

V. 

3I2. 

Small  sewed  pamphlet  

...     44 

VI. 

322. 

Pencil  box  with  fitted  cover  

,..     76 

VII. 

332. 

Page   holder    

.  .     IO2 

VIII. 

342. 

Long  filing  envelope    

...     119 

IX. 

3I3- 

Sewed  pamphlet  with  reinforced  back.  .  .  . 

...       46 

143 

PAPER       AND       CARDBOARD       CONSTRUCTION 


X.     323.     Candy  box    , 77 

XI.     333.     Shipping   tags    102 

XII.     343.     Large  filing  envelopes   120 

XIII.  314.     Cloth  covered  portfolio   47 

XIV.  324.     Folding  box    80 

XV.     315.     Glued  booklet 48 

XVI.     316.     Cloth  bound  book   49 

FOURTH  GRADE 

I.     41 1.     Pocket  paper  file 52 

II.     421.     Pin  box  with  cover 81 

III.  431.     Postal  scale    103 

IV.  441.     Paper  bag  with  folds   121 

V.     412.     Desk  paper  file   54 

VI.     422.     Post  card  box    83 

VII.     432.     Folder  picture   mount    105 

VIII.     442.     Flat  envelope  file   123 

IX.     413.     Note-book  covers    54 

X.     423.     Original    box    84 

XI.     433.     Desk  pad   107 

XII.     443.     Book  envelope   file    126 

XIII.  414.     Portfolio  with  cloth  corners 58 

XIV.  424.     Pen  box  86 

XV.     415.     Bound  scrap-book  61 

XVI.     425.     Sliding  box  88 

XVII.     4 16.     Bound  drawings    61 

XVIII.     417.     Rebound  book  or  bound  magazine 62 

C 
PROBLEMS  ARRANGED  ACCORDING  TO  DIFFICULTY 

In  the  following,  the  problems  are  arranged  in  a  sequence 
according  to  the  difficulty  of  handling,  regardless  of  groups  of 
kinds  of  problems,  as  indicated  at  C  on  page  137. 

FIRST  GRADE 

I.     in.     Mounting  folders 19 

II.     1 12.     Booklet   folder    20 

144 


PLANNING     OF     COURSES 

III. 

"5- 

Drawing-book  

25 

IV. 

141. 

Envelope  folder  

in 

V. 

113. 

Pocket  note-books  

21 

VI. 

116. 

Laundry  list   

27 

VII. 

121. 

Square  box    

67 

VIII. 

122. 

Square  trav  

68 

IX. 

133- 

Calendar     

94 

X. 

142. 

Square  envelope    

112 

XL 

143- 

Pocket  for  clippings   

U3 

XII. 

I3I- 

Mounted  drawings    

92 

XIII. 

132. 

Book-marks     

93 

XIV. 

123. 

Rectangular  tray   

69 

XV. 

114. 

Book  of  color  schemes  

24 

SECOND  GRADE 

I. 

211. 

Paper   portfolio    

29 

II. 

212. 

Paper  portfolio  with  laps   

30 

III. 

215. 

Receipt-book     

34 

IV. 

231. 

Desk  blotters   

96 

V. 

241. 

Paper  bag  

114 

VI. 

232. 

Photo  mount    

98 

VII. 

223. 

Box  with  reinforced  corners    

72 

VIII. 

221. 

Small   square  box    

7i 

IX. 

213. 

Book  of  designs    

30 

X. 

222. 

Rectangular  open  box   

7i 

XL 

214. 

Weather  record   

3i 

XII. 

216. 

Note-book    

35 

XIII. 

242. 

Mailing   envelope    

116 

XIV. 

233- 

Glass  cover   

IOO 

XV. 

243- 

Long  mailing  envelope   

116 

XVI. 

217. 

Paged  blank  books   

36 

THIRD  GRADE 

I. 

333- 

Shipping  tags  

IO2 

II. 

332. 

Page   holder    

IO2 

III. 

34i- 

Photo  filing  envelopes  

H7 

145 

PAPER       AND       CARDBOARD       CONSTRUCTION 

IV.  331.     Post   card    101 

V.  311.     Scrap-book    42 

VI.  315.     Glued  booklet 48 

VII.  342.     Long  filing  envelope   119 

VIII.  321.     Covered  small  box   74 

IX.  314.     Cloth  covered  portfolio   47 

X.  322.     Pencil  box  with  cover 76 

XL  343.     Large  filing  envelope 120 

XII.  316.     Cloth  bound  book  49 

XIII.  323.     Candy  box    77 

XIV.  324.     Folding  box    80 

XV.  312.     Small  sewed  pamphlet    44 

XVI.  313.     Sewed  pamphlet  with  reinforced  back 46 

FOURTH  GRADE 

I.  421.     Pin  box  with  cover   81 

II.  431.     Postal   scale    103 

III.  432.     Folder  picture  mount    105 

IV.  41 1.     Pocket  paper  file  52 

V.  433.     Desk  pad 107 

VI.  412.     Desk  paper  file   54 

VII.  415.     Bound  scrap-book   61 

VIII.  416.     Bound  drawings    61 

IX.  422.     Post  card  box 83 

X.  413.     Note-book  covers   54 

XL  423.     Original  box 84 

XII.  424.     Pen   box    86 

XIII.  441.     Paper  bag  with  folds   121 

XIV.  425.     Sliding  box    88 

XV.  414.     Portfolio  with  cloth  corners  58 

XVI.  442.     Flat  envelope  file   123 

XVII.  443.     Book  envelope  file   126 

XVIII.  417.     Rebound  book  or  bound  magazine 62 


146 


PLANNING     OF     COURSES 


D 
PROBLEMS   SELECTED   FROM   ONE   GROUP 

Another  way  to  arrange  paper  and  cardboard  problems 
having  peculiar  advantages  is  by  concentration  of  attention  and 
effort  upon  a  more  limited  field  of  work,  taking  for  instance  the 
third  grade  for  one  group  of  problems  such  as  book  problems, 
and  the  fourth  grade  for  another  group,  such  as  box  problems. 
This  concentration  gives  more  ability  in  the  lines  undertaken, 
but  does  not  open  up  so  large  a  field.  This  work  may  follow 
either  of  the  arrangements  suggested  for  the  first  and  second 
grades. 

FIRST  GRADE 

See  any  one  of  the  three  arrangements  suggested  on  pages 
137,  142,  and  144. 

SECOND  GRADE 

See  arrangements  on  pages  139,  143,  and  145. 

THIRD  GRADE 
Selections  of  book  problems 

I.     311.     Scrap-book    42 

II.     312.     Small  sewed  pamphlet 44 

III.  313.     Sewed  pamphlet  with  reinforced  back. 46 

IV.  314.     Cloth  covered  portfolio  47 

V.     315.     Glued  booklet    ; 48 

VI.  316.  Cloth  bound  book 49 

VII.  41 1.  Pocket  paper  file 52 

VIII.  412.  Desk  paper  file 54 

IX.  413.  Note-book  covers    54 

X.  414.  Portfolio  with  cloth  corners   58 

XL  415.  Bound   scrap-book    61 

XII.  416.  Bound  drawings    61 

XIII.  417.  Rebound  book 62 

XIV.  417.  Bound  magazines    62 

147 


PAPER       AND       CARDBOARD       CONSTRUCTION 

FOURTH  GRADE 

Selections  of  box  problems 

I.     321.     Covered  small  box 74 

II.     322.     Pencil  box  with  fitted  cover   76 

III.  323.     Candy  box   77 

IV.  324.     Folding  box   80 

V.     421.     Pin  box  with  cover 81 

VI.  422.  Post  card  box   83 

VII.  423.  Original  box    84 

VIII.  424.  Pen  box 86 

IX.  425.  Sliding  box 88 

If  there  are  not  enough  problems  for  the  time  available  in 
either  the  third  or  fourth  grades,  the  problems  suggested  should 
indicate  types  of  book  and  box  making  which  may  help  in 
original  work  planned  by  the  student.  There  are  enough  pos- 
sible problems  in  either  book  or  box  making  to  occupy  all  the 
handwork  periods  for  both  grades.  It  may  seem  better  to  re- 
verse the  arrangement  and  put  the  box  problems  in  the  third 
grade  and  the  book  problems  in  the  fourth  grade. 

It  should  be  remembered  that  a  half  year  is  about  all  that  can 
well  be  allowed  for  paper  and  cardboard  work  in  each  grade,  if 
clay  work  and  basketry  and  weaving  are  also  undertaken. 


148 


VII 

EQUIPMENT  AND   SUPPLIES 
EQUIPMENT  FOR  THE  CLASS   ROOM 

AS  noted  in  the  lists  of  materials  required  for  the  making 
of  each  problem,  very  few  different  pieces  of  equipment 
are  required  by  any  individual.  The  rule  and  scissors 
are  required  constantly,  and  should  be  ready  for  use  at  all 
times  in  good  condition  and  with  full  count.  If  more  than 
one  kind  of  scissors  be  ordered  for  the  different  grades,  small 
blunt  pointed  scissors  are  more  suitable  for  the  first  and  second 
grades,  and  larger  sharp  pointed  scissors  may  be  recommended 
for  the  third  and  fourth  grades.  Rules  suitable  for  primary 
handwork  should  have  a  little  extra  distance  before  the  zero 
mark,  and  a  little  beyond  the  12"  mark  as  indicated  in  the  draw- 
ing at  the  bottom  of  page  29.  If  separate  rules  be  obtained  for 
each  grade,  the  following  are  recommended :  First  grade — 
straight  edge  without  marks ;  Second  grade — rule  marked  with 
inches  and  half  inches ;  Third  grade — rule  marked  with  quarter 
inches ;  Fourth  grade — rule  marked  with  eighth  and  sixteenth 
inches.  These  articles  may  be  collected  each  day  or  allowed  to 
remain,  with  the  pupil.  If  collected,  special  boxes  should  be 
provided  so  that  everything  can  have  its  own  place. 

A  medium  pencil  should  be  kept  and  handled  by  the  same 
pupil  at  all  times  if  possible,  for  sanitary  reasons.  A  pencil 
eraser  for  each  pupil  will  also  be  found  a  convenience. 

A  good  supply  of  needles  should  be  on  hand  in  each  class 
room,  a  few  punches  including  one  or  two  with  eyelet  set 
combinations,  at  least  one  good  glue  brush,  and  several  sticks 
of  wood  sharpened  to  a  chisel  edge  for  spreading  glue.  Where 
a  very  little  glue  is  needed,  a  wood  toothpick  is  satisfactory.  A 
kitchen  knife,  especially  if  the  edge  be  dulled  over  an  oil  stone, 
makes  a  good  magazine  opener,  and  one  or  two  will  be  found  a 
convenience  in  each  room  for  booklet  work.  A  few  compasses- 

149 


PAPER       AND       CARDBOARD       CONSTRUCTION 

are  also  desirable,  and  a  chip  carving  knife  is  useful  for  heavy 
card  work  if  the  heavy  stock  is  not  cut  to  size  before  being 
passed.  For  this  heavy  cutting,  a  piece  of  9"x  12"  cloth  board 
makes  a  good  protection  for  the  desk.  An  eighteen  inch  steel 
straightedge  is  also  an  advantage  in  heavy  cutting.  For  deco- 
rative work,  such  materials  as  are  used  in  the  drawing  class  will 
be  found  useful.  These  materials  include:  crayons,  water 
colors  with  brushes,  ink  with  pens  and  brushes.  The  following 
list  may  be  taken  as  representing  an  adequate  equipment  for 
twenty-five  pupils  in  paper  and  cardboard  construction  in  one 
room,  including  demonstration  equipment  for  the  teacher,  but 
not  including  freehand  drawing  equipment : 

26  Scissors  at  I5c  to  25c  $3.90  to  $6.50 

26  Rules  2c  to  i5c  .52  to     3.90 

26  Pencils  3c  to     5c  .78  to     1.30 

26  Erasers  ic  to     5c  .26  to     1.30 

3  Packages  needles,  No.  4,  .12  to       .15 

5  Eyelet  punches  25c  to  OXDC  1.25  to     4.50 

5  Kitchen  knives  5c  to  I5c  .25  to       .75 

5  Compasses  roc  to  25c  .50  to     1.25 

5  Carvers'  knives  25c  to  5oc  1.25  to     2.50 

5  Glue  brushes  ice  to  25c  .50  to     1.25 

5  Paste  brushes  IDC  to  25c  .50  to     1.25 

i  Steel  straightedge,   18"  i.oo  to     2.00 

Total  $10.83  to  $26.65 

All  of  this  equipment  should  be  provided  with  neat  racks  or 
boxes,  or  at  least  should  be  kept  at  all  times  when  not  in  use 
in  a  particular  place  in  the  teacher's  storage  closet.  Nothing 
looks  much  worse  in  school  than  slovenly  care  of  school  ap- 
paratus. The  supervisor  should  watch  this  carefully,  and  make 
suggestions  as  needed. 

STOCK  ROOM   EQUIPMENT 

If  the  school  system  be  large  enough  to  warrant  it,  a  supply 
room  for  the  supervisor  should  be  provided  with  the  following: 

150 


EQUIPMENT     AND     SUPPLIES 


i  Case  containing  sliding  shelves  for  full  sized  sheets  of  paper 
and  boards,  one  shelf  for  each  kind  of  stock,  and  long  doors 
extending  from  top  to  bottom  over  shelves. 

i  Case  containing  pigeon  holes  for  9"x  12"  cut  stock,  shelves 
to  be  \2\"  deep,  and  openings  to  be  9^"x  9^".  A  curved 
notch  in  each  shelf  for  the  hand  assists  in  removing  the 
paper. 

i  Case  containing  shelves  and  drawers  for  small  cut  stock, 
thread,  stay  tape,  eyelets,  binders'  cloth  and  backing,  paste 
and  glue,  and  miscellaneous  small  articles. 

i  Case  containing  extra  pieces  of  equipment  and  for  storage  of 
equipment  during  the  vacation  season. 

i  Card  cutter  with  blade  at  least  15"  in  length.  It  is  desirable 
to  have  such  a  cutter  in  each  fourth  grade  room  except  for 
expense.  A  good  card  cutter  may  be  obtained  for  from 
$7.00  to  $25.00. 

i  Paper  cutter  to  handle  stock  at  least  20"  wide.  Cost  varies 
from  $50.00  to  $150.00  according  to  size  and  strength,  and 
whether  for  table  or  floor  use. 

Such  a  stock  room  if  sufficiently  large  may  be  used  for  all  of 
the  primary  handwork.  Stock  of  all  kinds,  yarns,  raffia,  reed, 
clay,  and  other  supplies,  should  be  kept  in  special  cases. 

KINDS  OF  PAPER  AND  CARDBOARD 

Many  kinds  of  paper  are  suitable  for  primary  handwork,  and 
a  few  of  them  are  used  almost  constantly,  especially  cover 
papers,  book  papers,  and  tag  boards.  Other  papers  are  used  but 
little,  but  are  desirable  in  order  that  a  wider  acquaintance  with 
paper  qualities  may  be  obtained.  A  collection  of  finished  papers, 
and  one  showing  stages  in  the  manufacture  of  paper  has  an 
educational  value  well  worth  the  effort  necessary  for  making  the 
collection.  The  following  classification  may  be  of  value  in  the 
study  of  papers. 

151 


PAPER       AND       CARDBOARD       CONSTRUCTION 

The  more  important  papers  are : 
Print    paper, — Unfinished    surface,    for    newspapers    and    cheap 

poster  work,  made  from  fibres  of  straw,  wood,  grasses,  and 

paper  waste. 
Book  paper, — Machine  finished  surface,  cheaper  varieties  made 

from  wood  fibres. 
Writing-paper, — Made  with  a  surface  suitable  for  ink,  and  with 

a   firmness   which   will   stand   erasures,   usually   made   from 

cotton  and  linen  rags. 
Drawing-paper, — Frequently   made   by   hand,   very   firm,   stands 

much  erasing,  made  in  surfaces  from  smooth  to  very  rough. 
Wrapping-paper, — A  coarse  paper  of  a  yellowish  brown  color 

made  from  manila  and  other  rope  fibres,  stands  hard  usage. 
Cover  paper, — Paper  with  a  fancy  color,  an  interesting  texture, 

and  a  tough  quality  suitable  for  covering  pamphlets. 

Other  papers  and  boards  of  more  or  less  importance  or  given 
peculiar  treatment  in  the  process  of  manufacturing  are : 

Binders'  board  Deckeled-edge  paper 

Blotting-paper  Detail  paper 

Blue-print  paper  Drawing-board 

Bond  paper  Dry  proofing  paper 

Bristol  board  Embossed  paper 

Calendered  paper  Enameled  paper 

Carbon-paper  Ferro  prussiate  paper 

Cardboard  Fibre  wrapping-paper 

Chinese  paper  Fibre-faced  paper 

Cloth  board  Filter-paper 

Coated  paper  Flat  writing-paper 

•  Cold  pressed  paper  Folded  paper 

Copying-tissue  Friction  boards 

Cotton  paper  Glazed  paper 

Corrugated  board  Gummed  paper 

Cross  section  paper  Hand-made  paper 

Cylinder  paper  Hard  plate  paper 

152 


EQUIPMENT     AND     SUPPLIES 


Hot  pressed  paper 
India  paper 
Interleaving  paper 
Japanese  paper 
Jute  board 
Label  paper 
Laid  paper 
Ledger  paper 
Letter-paper 
Linen  paper 
Lining  paper 
Lithographic  paper 
Litmus  paper 
Loft-dried  paper 
Luminous  paper 
Machine-sized  paper 
Manifold  paper 
Manila  paper 
Marble  board 
Marble  paper 
Matrix  backing 
Metallic  paper 
Mimeograph  paper 
Mounted  paper 
Mounting  board 
Mounting  paper 
Music  paper 
News-paper 
Note-paper 
Oil  board 
Oiled  paper 
Parchment   paper 
Pattern   paper 
Photographic  paper 
Pitched  paper 
Plate  paper 


Plated  paper 
Polygraphic  paper 
Poster  board 
Poster  paper 
Post-office  paper 
Press  board 
Printing  paper 
Proofing  paper 
Pulp  board 
Rag  paper 
Rice  paper 
Roofing  paper 
Ruled  paper 
Safety  paper 
Sandpaper 
Sensitized  paper 
Silk  paper 
Silver  paper 
Sized  paper 
Soft  plate  paper 
Surface  paper 
Stencil  board 
Stereotype  paper 
Strawboard 
Tag  board 
Tar  board 
Tarred  paper 
Tissue-paper 
Tracing  paper 
Transfer-paper 
Trunk  board 
Tub  sized  paper 
Tympan  board 
Typewriter  paper 
Vellum  paper 
\Yaxed  paper 
153 


PAPER       AND       CARDBOARD       CONSTRUCTION 

SIZES   OF   PAPER 

The  following  table  is  given  for  convenient  reference  to  stock 
sizes  of  some  of  the  more  common  writing-,  drawing-,  and  print- 
ing papers : 

WRITING  DRAWING  PRINTING 

Flat  cap  I4"x  17" 

Cap 

Demy  i6"x2i" 

Folio  I7"x22" 

Medium  i8"x  23"  17^x22"  I9"x24" 

Royal  I9"x  24"  I9"x  24"  2o"x  25" 

Super  royal  2o"x  28"  I9"x  27"  22"x  28" 

Double  cap  I7"x28" 

Imperial  23"x3i"  22"x  30"  22"x  32" 

Small  double  medium  24"x  36" 

Double  medium  23"x  $6"  24"*  38" 

Double   Royal  24"x  38"  26"x  40" 

Double   elephant  26"x  40"  27"x  40" 

Antiquarian  3i"x53"  31"*  53" 

3o"x  40" 
Large  sizes  for  newspapers  32"x  44'' 

36"x  48" 
TABLE  OF   PAPER   COUNTS 

A  matter  easily  forgotten  is  the  table  of  counts  for  paper. 
It  is  inserted  here  as  a  reminder: 
24  sheets      equal   i   quire  24  sheets 

20  quires      equal  i  ream  480  sheets  (or     500  sheets) 

2  reams      equal   i  bundle  960  sheets   (or  1000  sheets) 

5  bundles  equal  i  bale  4800  sheets   (or  5000  sheets) 

Drawing-papers  and  other  high  grade  papers  are  sold  with 
480  sheets  to  the  ream.  Ordinary  papers  come  500  sheets  to 
the  ream. 

PAPER  MANUFACTURE 

It  is  believed  that  a  word  or  two  regarding  the  manufacture 
of  paper  may  be  of  value  to  teachers  of  primary  handwork,  so 

154 


EQUIPMENT     AND     SUPPLIES 


the  following  brief  description  of  the  process  is  inserted  at  this 
point  along  with  the  kinds,  sizes,  and  counts  of  paper  just  given. 

Until  recent  years  paper  was  made  principally  from  cloth 
scraps,  and  at  present  all  high  grade  papers  are  still  "rag"  papers. 
Most  of  the  printing  paper  at  present  however  is  made  from  such 
vegetable  fibres  as  those  from  wood,  straw,  and  grasses.  The 
fibres  are  ground  and  bleached  and  then  boiled  to  a  soft  pulp. 
In  the  hand-made  papers  this  pulp  is  dipped  into  a  large  pan 
from  which  the  water  gradually  drains  away  leaving  a  wet 
sheet,  which  is  then  pressed  and  dried.  Some  high  grade  papers 
are  still  made  in  this  way  by  hand,  but  mechanical  processes 
have  almost  entirely  displaced  the  hand  process. 

The  machine  process  is  as  follows : 

(1)  The  fluid  pulp  is  floated  over  a  continuous  wire  cloth  which 
has  a  constant  motion,  and  which  allows  the  water  to  drain 
away. 

(2)  The  wet  pulp  is  pressed  under  wire  gauze  rollers  and  more 
of  the  moisture  taken  up. 

(3)  The  pulp  can  now  hang  alone  and  support  itself  for  a  short 
distance  and  is  carried  to  a  felt  band  and  led  to  felt  rollers. 

(4)  More  water  is  pressed  out  between  these  felt  rollers  and  the 
paper    leaves    them    able    to    go    unsupported    to    the    metal 
rollers. 

(5)  The  paper  is  now  passed  to  the  heavy  smooth  calender  rolls, 
and  under  great  pressure  is  given  a  smooth  finish  and  added 
drying.      These    calenders    are    sometimes    heated    and    used 
to  give  a  glaze  to  the  paper. 

(6)  It  next  is  carried  to  the  drying  room  and  a  current  of  heated 
air  serves  to  drive  away  most  of  the  remaining  moisture. 

(7)  From   here  it   may  be  taken   to  the  roller  cutters  and  cross 
cutters,  and  be  cut  and  tied  into  bundles  for  shipment. 

This  description  while  not  including  the  chemical  treatment, 
nor  other  details  of  the  preparation  of  the  pulp  may  be  taken  as 
fairlv  representative  of  the  usual  mechanical  part  of  the  process. 
For  newspapers,  the  paper  is  usually  delivered  upon  large  rolls 

155 


PAPER       AND       CARDBOARD       CONSTRUCTION 


as  they  come  from  the  machine.     Colored  papers  are  given  the 
color  before  the  fluid  pulp  reaches  the  machine. 
TABLE  FOR  ORDERING  PAPER 


SUITABLE    FOR   PRIMARY    HANDWORK    CLASSES 
KINDS  DESIRABLE  SIZES  COSTS 


MATERIALS 

Cover  paper 

Plain,  laid, 
smooth,  rough, 
gray,   or  colors 


Book  paper 

English   finish,   egg 
shell  finish,   antique, 
laid,  enameled,  deckled- 
edge,  white  and  tinted 

Print  paper 

Light  weight  or 
heavy  weight, 
white  or  colored 

Wrapping-paper 
Manila, 
white, 
fibre 


Flat  writing 

White  wove 
or  laid 

Ledger  paper 
White  wove 


Bond  paper 

White   or   tinted 
wove 

Drawing-paper 

White  or  tinted 


QUANTITIES 


20x25—25 

5  to  15c 

25  Ibs.  thin 

to 

per 

to 

20x25—70 

pound 

70  Ibs.  thick 

(35  to  60  Ibs. 

per  ream 

sights  desirable) 

(500  sheets) 

24x36—50 

4  to  8c 

50  to  70  Ibs. 

to 

per 

per  ream 

25x38—70 

pound 

(500  sheets) 

24x36—30 

3  to  5c 

30  to  50  Ibs. 

to 

per 

per  ream 

25x33—50 

pound 

(500  sheets) 

12x18—7% 

4  to  5c 

7%  Ibs.  light 

to 

per 

to  100  Ibs. 

20x40—100 

pound 

heavy,  per 

(24x36  —  40 

ream 

desirable) 

(500  sheets) 

17x22—16 

6  to  12c 

16  to  24  Ibs. 

to 

per 

per  ream 

19x24—24 

pound 

(500  sheets) 

16x21—28 

15  to  40c 

28  to  80  Ibs. 

to 

per 

per  ream 

23x36—80 

pound 

(480  sheets) 

17x22—12 

8  to  20c 

12  to  44  Ibs. 

to 

per 

per  ream 

19x24—44 

pound 

(500  sheets) 

19x24 

20  to  60c 

24  sheets 

per  quire 

per  quire 

156 

EQUIPMENT     AND 

SUPPLIES 

MATERIALS            KINDS 

DESIRABLE  SIZES 

COSTS 

QUANTITIES 

Blotting-paper 

White  or  colored, 

19x24—60 

7  to  ISc 

60  to  100  Ibs. 

plain  or 

to 

per  pound 

per  ream 

enameled 

19x24—100 

(500  sheets) 

Plated  paper 

White  or 

20x24 

$2.00  to  $3.00 

480  sheets 

colored 

per  ream 

per  ream 

Marble  paper 

Spot,  wave  or 

20x30 

30c 

24  sheets 

agate 

per  quire 

per  quire 

Tissue-paper 

White  or 

20x30 

60c  to  $1.50 

500  sheets 

colored 

per  ream 

per  ream 

Gummed  paper 

White    or 

17x22 

45c  to  $1.00 

24  sheets 

colored 

to  20x24 

per  quire 

per  quire 

Strawboard 

BOARDS 

Binders' 

26x33 

$1.00 

35  thick  to 

Nos. 

per 

100  thin  sheets 

35  to  100 

bundle 

per  bundle 

Cloth  board 

Binders'  gray 

22x28 

$1.00 

12  thick  to 

Nos. 

per 

50  thin  sheets 

12  to  50 

bundle 

per  bundle 

Pulp  board 

White 

26x38 

$1.15 

40  thick  to 

Nos. 

per 

120  thin  sheets 

40  to  120 

bundle 

per  bundle 

Box  board 

White  coated 

28x44 

$2.50 

100  sheets 

No.  016 

per  bundle 

per  bundle 

Marble  board 

Green  or 

26x38—60 

$2.00 

60  sheets 

brown 

per  bundle 

per  bundle 

Tag  board 

Buff   color 

22%x28%—  80 

3  to  5c 

80  Ibs.  light 

to 

per 

to  140  Ibs. 

22y2x28y2—  140 

pound 

heavy  per  ream 

(500  sheets) 

157 


PAPER       AND       CARDBOARD       CONSTRUCTION 


MATERIALS  KINDS 

Mounting  board 

Gf  ay,  black, 
or  colors 

Press  board 

Red  or  gray 

Bristol  board 

Plain,    folding, 
writing,  embossed, 
White  or  colored 


DESIRABLE  SIZES 


22x28  $4.50  to  $6.00 

5  ply  or  10  ply        per  bundle 


28x34—70 


6c 

per  sheet 

$1.00  to  $5.00 

per 
100  sheets 


QUANTITIES 

100  sheets 
per  bundle 

70  Ibs.  per 
144  sheets 

100  sheets 

per 
bundle 


If  in  doubt  about  weights  and  unable  to  see  samples,  order 
medium  weights  or  numbers. 

Boards  should  be  ordered  in  full  bundles  if  possible.  Note 
the  varied  classifications  of  quantities  in  bundles,  and  specify 
very  carefully. 

Papers  are  illustrated  in  the  Appendix  at  the  close  of  the 
book,  but  the  boards  are  too  heavy  for  the  purpose,  and  so  have 
been  mounted  separately.  See  the  second  note  at  the  beginning 
of  the  Appendix. 

CALCULATIONS  FOR  STOCK 

In  order  to  determine  what  amounts  of  paper  stock  to  order 
for  a  school  system,  the  following  method  will  be  found  satis- 
factory : 

(1)  Find  the  enrolment  per  grade  for  the  first  four  grades  of 
the  entire  system.    The  enrolment  for  a  given  year  may  be 
taken  roughly  for  that  of  the  following  year  if  orders  are 
to  be  placed  before  the  enrolment  is  known. 

(2)  Find  the  amount  of  9"x  12"  stock  of  each  kind  per  pupil 
per  grade.     This  may  be  taken  from  the  bottom  of  tables 
on   pages    161,    162,    163,   and    164,   or   may   be   worked   out 
from    the    listed    amounts    accompanying   the    directions    in 
chapters  II,  III,  IV,  and  V. 

(3)  Multiply  the  amounts  of  stock  per  pupil  for  each  grade  by 
the  number  of  pupils  in  each  grade,  and  add  from  ten  per 

158 


EQUIPMENT     AND     SUPPLIES 


cent  to  twenty-five  per  cent  extra  for  new  pupils  who  may 
enter  later,  for  spoiled  work,  for  extra  problems,  and  for 
other  exigencies. 

(4)  Find  how  many  9"x  12"  pieces  can  be  cut  from  the  large 
sheets  and  divide  the  totals  in   (3),  above,  by  this  amount 
to  get  the  number  of  full  sheets. 

(5)  Add  enough  to  make  up  full  ream  lots  of  each  style  and 
weight  if  possible.     If  not,  add  enough  to  make  up  quarter 
or  half  reams.     If  this  be  impossible,  any  number  of  sheets 
may  be  ordered,  but  at  an  advance  in  price.    The  extra  stock 
will  help  in  starting  the  next  year  and  should  be  deducted 
from  the  next  year's  order.     School  money  should  not  be 
tied  up  unnecessarily  in  extra  stock. 

(6)  Check   calculations   for   gross   errors.     An   example   of  the 
calculation  for  the  first  grade  is  as  follows : 

[Medium  tag  board  I  piece  (from  list  at  bottom  of  page  161) 
times  150  (pupils)  equals  150  (pieces)  ;  divide  by  5  (the 
number  of  pieces  per  sheet)  and  get 

30  (full  sheets  in  first  grade) 

Suppose  we  get  also  oo  (full  sheets  in  second  grade) 

60  (full  sheets  in  third  grade) 
325   (full  sheets  in  fourth  grade) 


415  sheets  in  all 
Add  to  make  ream  85  sheets    extra 


Total  medium  tag  board  500  sheets  (or  i  ream,  no  pounds) 
OTHER  SUPPLIES  NEEDED 

In  the  same  manner  we  may  add  each  item  and  make  up  a 
full  order  for  paper  for  the  entire  school  year.  Miscellaneous 
small  supplies  such  as  stay  tape,  eyelets,  thread,  silk  cord,  paste, 
and  glue  are  easily  figured  out.  A  pint  of  paste  and  a  pint  of 
glue  should  make  up  an  average  requirement  for"  each  class 
room,  altho  the  work  in  the  fourth  grade  demands  more  than  the 

159 


PAPER       AND       CARDBOARD       CONSTRUCTION 

first,  and  more  will  be  wasted  in  some  rooms  than  in  others.    An 
extra  supply  should  be  kept  in  the  supervisor's  store  room. 

SOURCES  OF  SUPPLY 

As  far  as  possible  it  is  desirable  to  purchase  from  local 
dealers  but  much  of  the  material  needed  is  special  in  character 
and  must  be  gotten  from  special  dealers.  Certain  dealers  make 
a  specialty  of  supplies  for  primary  schools  and  the  largest  of 
these  can  supply  most  of  the  equipment  and  supplies  listed  here. 
These  larger  supply  houses  are  located  in  such  cities  as  Boston, 
New  York,  and  Chicago,  with  branches  in  other  cities.  Most 
city  superintendents  have  their  catalogs.  Other  special  houses 
carry  papers,  book  binders'  material,  or  printers'  supplies. 

The  following  list  of  kinds  of  supply  houses  may  be  of  service 
to  those  in  doubt  as  to  where  orders  may  be  sent. 

LOCAL     HARDWARE    DEALERS 

Scissors,  rules,  knives,  straightedges,  eyelet  punches,  glue, 
and  brushes. 

LOCAL    STATIONERS 

Rules,  pencils,  erasers,  compasses,  paste,  brushes,  water 
colors,  pens,  ink. 

LOCAL   PRINTERS   OR   PAPER   SUPPLY    HOUSES 

Papers,  cardboards  and  certain  kinds  of  binders'  cloth. 

LOCAL    DEPARTMENT    STORES 

Needles,  thread,  string,  silk  cord,  embroidery  cotton,  scissors, 
pencils. 

LARGE    PAPER    HOUSES 

Papers  and  boards  of  all  kinds,  usually  in  unbroken  reams  or 
bundles  only. 

BOOK  BINDERS'  SUPPLY  HOUSES 

Binders'  cloth,  leathers,  and  miscellaneous  supplies  and 
equipment. 

PRINTERS'  SUPPLY  HOUSES 

Card  cutters,  paper  cutters,  paper  cabinets,  (It  is  usually  best 
to  have  cabinets  built  locally.) 

DRAFTING     SUPPLY    HOUSES 

Rules,   pencils,   compasses,   straightedges,   triangles. 

160 


EQUIPMENT     AND     SUPPLIES 


SPECIAL    DEALERS    IN    PRIMARY    SUPPLIES    OR    MANUAL    TRAINING    SUPPLIES 

Papers  of  many  kinds,  binders'  material,  scissors,  eyelet 
punches,  stay  tape,  brushes,  card  cutters.  (They  will  usually 
get  whatever  is  needed.) 

STOCK  REQUIRED  PER  GRADE 

On  this  and  three  following  pages  are  listed  the  number  of 
pieces  of  paper  stock  9"x  12",  with  the  totals  per  pupil  added 
at  the  bottom  of  each  page. 

FIRST  GRADE 


111  Mounting    folders    

112  Booklet    folder    

113  Pocket    note-books    

114  Book  of  colors   

115  Drawing-book      

116  Laundry    list    

121  Square    box    1 

122  Square  tray    

123  Rectangular   tray    

131  Mounted    drawings    

132  Book-marks    

133  Calendar    

141  Envelope    folder    

142  Square    envelope     

143  Pocket   for  clippings    1 

Total  pieces  9"xl2"  per  pupil   2J£  1 


Med 
hoard 


X 


lA4*/2 


3/2  4 


161 


PAPER       AND       CARDBOARD       CONSTRUCTION 


SECOND  GRADE 

It  will  be  noticed  that  heavier  stock, — box  board  and  press 
board, — and  writing-papers,  blotting-paper,  and  binders'  cloth 
are  added  to  first  grade  list  of  stock. 


211  Paper    portfolio    ... 

212  Portfolio  with  laps. 

213  Book    of    designs... 

214  Weather   record    . . . 

215  Receipt-book     

216  Note-book  

217  Paged  blank  books. 


221  Small    square   box. 

222  Rectangular    box    . 

223  Box,    reinforced    . . 


231  Desk  blotters 

232  Photo  mount 

233  Glass   cover    . 


241  Paper  bag  

242  Mailing  envelope 

243  Long    envelope    . 


V* 


Total  pieces  9"x  12"  per  pupil  . 


„     3  O 

£«1 


y* 


o  * 

-?.E     ' 


162 


EQUIPMENT     AND     SUPPLIES 


THIRD  GRADE 


Strawboard,  cloth  board,  print  paper,  and  marble  paper  are 
added  to  the  stock  of  the  second  grade  for  bookbinding  problems, 
and  bristol  board  is  added  for  folding  box  problems. 


*o 

i« 

i_i 

5 

*d 

tn 

bo 

jj" 

^ 

M 

^ 

u 

V 

o 

•a 
a 

8 

rt 

5 

bo 

rt 

rt 

<y 
o 

u 

c 

1 

V 

a 
rt 

u 

c. 

o. 

rt 

a 

a 

o. 
rt 

0, 

13 

o 

.a 

.a 

O 

.0 

be 

j3 

"T 

| 

x 

-~ 

O 

a 

^T3 

a 

rt 

V 

"01 

> 

be 

r- 

v  'U 

D 

a 

'o 

X 
o 

is 

*o 

rt 
<u 

•O 
U 

o  £ 

3  E 

•3 

o.- 

O  J3 

0- 

c 

rt 

i 

^ 

a 

tn 

U 

M 

w 

^ 

2n    CJ 

E 

K  S 

£ 

^ 

S 

S 

311  Scrap-book     

0 

312  Sewed    pamphlet. 

o 

^ 

3 

313  Pamphlet,   rein- 

forced           

1 

•J^l/ 

i/ 

314  Cloth    portfolio    . 

1 

1 

1 

315  Glued    booklet    .. 

& 

2 

316  Cloth  bound  book 

1 

2 

20 

1 

321  Small    box    

% 

& 

322  Pencil   box    with 

cover     

1 

i 

i/ 

323  Candy   box    

1 

/z 

324  Folding  box    

1 

331  Post    card      

332  Page   holder    .... 

K 

333  Shipping    tags     .  . 

# 

341  Photo    filing    en- 

velope     

I/ 

/2 

342  Long    filing    en- 

velope     

j. 

343  Large    filing    en- 

velope     

1 

Total     pieces     per 

pupil,    9"xl2"    .  .  . 

1 

1 

1H 

2 

Itf 

2 

3 

5^ 

1« 

2 

3 

20 

K 

1 

2^ 

163 

FOURTH  GRADE 


Strawboard 

•o 

CD 
O 

.0 

£ 

"o 
U 

•s 

a 

2 

g 

« 

-o 

« 
o 

J3 

V 

f: 
{3 
§ 

•o 

i 

o 

.0 

"o 
'm 

i 

OD 
S 

Q 
•3 

(U 

§ 

c 

OJ 

§ 

u 

1L 

o  2 

K  tt 

Rough  cover, 
colored 

t 

i 

u 

^c 
'3 

E 

h 

OJ 

& 
o, 

u 

? 

CIS 

§ 

Blotting-paper 

— 
? 
"3 

B 

u 
•o 
c 

S 

411  Pocket  paper  file   

2 

412  Desk  paper  file   

1 

413  Book    covers    

3 

1 

3 

3^ 

414  Portfolio    

2 

2* 

1 

415  Bound   scrap-book    

1 

1 

1 

1% 

416  Bound  drawings   

2 

417  Rebound    book*    

* 

421  Pin  box,  covered   

K 

1 

422  Post   card   box    

1 

423  Original   box    

2 

2 

2 

424  Pen   box    

fc 

y? 

* 

K 

425  Sliding  box    

i 

1 

431  Postal  scale    

H 

X 

432  Picture  mount   

V 

14 

433  Desk   pad    

1 

^1^ 

1 

1 

441  Paper  bag  with  folds  
442  Flat  envelope  file   

1 

1 

1 

1 

1 

443  Book  file   

1 

4 

1 

1 

Total  pieces  per  pupil,  9"xl2". 

11A 

4 

3 

K 

M 

14 

1H 

10 

W 

8 

1 

8 

*  Material  depends  upon  kind  of  problem  selected. 

164 


VIII 
HINTS  TO  TEACHERS  AND  SUPERVISORS 

THE    value    of    careful    daily    preparation    in    the    work    of 
teaching  need  not  be  emphasized  here.     It  is  no  less  im- 
portant in  the  teaching  of  handwork  than  in  any  other 
subject.      In    some    ways    it    is    different.      More    materials    and 
equipment  are  involved  than  in  other  work  and  the  successful 
handling  of  these  requires  thoro  organization  and  systematizing 
of  the  details  involved. 

Before  attempting  to  teach  an  exercise  in  paper  and  card- 
board construction  the  teacher  should  have  made  it.  This  is  the 
first  essential  to  a  successful  lesson.  After  having  made  the 
exercise  a  careful  study  should  be  given  to  the  various  steps  in 
the  process  of  construction  and  the  order  in  which  these  should 
be  taken  up.  A  few  minutes  spent  in  this  way  will  be  the 
means  of  avoiding  many  mistakes  later  on.  The  making  and 
the  study  of  an  exercise  should  reveal  to  the  teacher  what 
process  in  a  given  problem  needs  special  attention  and  emphasis 
when  it  comes  to  teaching.  The  analysis  of  .each  problem  as 
given  in  this  book  is  intended  to  be  suggestive  and  helpful  but 
the  teacher  must  work  out  each  one  for  herself  and  make  the 
analysis  her  own  before  she  can  teach  the  work  easily  and  well. 
It  is  very  desirable  to  have  wall  cabinets,  or  cases,  or  shelv- 
ing in  which  to  store  materials  and  equipment,  and  if  such 
storage  be  provided,  the  materials  and  equipment  can  be  kept 
in  order  and  readily  accessible.  All  such  materials  and  equip- 
ment used  in  this  work  should  be  distributed,  collected  and 
cared  for  very  largely  by  the  pupils  under  the  direction  of  the 
teacher.  This  kind  of  training  which  is  brought  about  by  having 
pupils  keep  things  in  place,  orderly  and  neat, — is  valuable  and 
should  not  be  omitted.  Many  good  systems  are  in  use  for  the 
handling  of  materials  and  every  teacher  will  be  able  to  find  that 
certain  methods  are  adapted  to  her  conditions  better  than  others. 
One  good  way  is  to  have  the  first  pupil  in  each  row  act  as 
monitor  to  pass  materials  for  that  row.  The  last  pupil  in  each 

165 


PAPER   AND   CARDBOARD   CONSTRUCTION 

row  may  collect  materials.  This  passing  and  collecting  should 
be  done  quickly  and  quietly  and  is  usually  done  at  the  signal  of 
the  teacher.  Another  method  is  to  select  for  monitors  pupils 
whose  behavior  has  been  good  during  the  lesson  and  who  have 
worked  well. 

In  connection  with  many  of  these  lessons,  it  may  be  profitable 
to  spend  two  or  three  minutes  some  time  during  the  period  in 
showing  the  relation  of  the  problem  in  hand  to  those  preceding 
it,  and  also  to  the  work  which  is  done  outside  the  school.  The 
various  kinds  of  boxes,  card  problems,  paper  sacks,  envelopes, 
pamphlets,  and  bound  books  may  be  shown  and  their  construc- 
tion explained.  In  this  kind  of  study  there  will  arise  sug- 
gestions for  original  work  which  may  be  worked  out  by  the 
pupils  at  home  or  as  supplementary  work  during  the  regular 
period. 

When  directions  are  dictated  to  a  class  they  should  be  brief 
and  clear.  No  more  words  should  be  used  than  are  necessary 
to  convey  the  proper  information  but  as  a  rule  these  directions 
should  take  the  form  of  complete  sentences.  Certain  forms  of 
expression  are  apt  to  be  used  repeatedly  and  hence  become 
monotonous.  The  teacher  should  make  an  effort  to  vary  her 
forms  of  expression  from  lesson  to  lesson,  which  will  not  only 
relieve  the  monotony,  but  it  will  be  the  means  of  enlarging  the 
pupil's  vocabulary  and  broadening  his  powers  of  expression. 
The  blackboard  and  chart  are  freely  used  in  this  work  and  are 
not  only  valuable  aids  in  the  giving  of  directions  but  are  es- 
sential to  the  broad  development  of  the  powers  of  the  pupils  in 
receiving  information.  In  blackboard  drawings  a  dotted  line  or 
a  very  light  continous  line  may  be  used  to  represent  folds  and 
a  full  line  will  show  where  the  material  is  to  be  cut.  Another 
valuable  method  for  first  and  second  grades  especially,  is  to 
actually  go  thru  every  process  and  make  the  complete  exercise 
before  the  class.  Sometimes  this  is  done  before  the  pupils  begin 
work,  and  during  such  a  demonstration  the  pupils  are  expected 
to  notice  exactly  what  the  teacher  does  and  to  remember  this, 

166 


HINTS     TO     TEACHERS     AND     SUPERVISORS 

so  that  when  the  signal  is  given  to  begin  work  each  pupil  will 
be  able  to  make  the  exercise  completely  from  his  own  knowl- 
edge. At  another  time  the  teacher  may  make  the  problem  step 
by  step  and  have  the  pupils  make  it  at  the  same  time.  Some- 
times an  exercise  is  given  completely  by  dictation.  This  trains 
pupils  in  power  to  receive  impressions  thru  the  sense  of  hearing. 
A  good  lesson  in  this  work  is  marked  by  strict  attention  to 
directions,  concentration  and  earnestness  while  at  work,  and  a 
spirit  of  cheerfulness  and  enjoyment  thru  the  whole  lesson. 

The  supervisor  of  primary  handwork  should  have  his  course 
well  organized  before  the  beginning  of  the  school  year  in  order 
that  he  may  show  his  teachers  the  substance  of  the  whole  course 
and  the  importance  and  relation  of  the  several  parts.  He  should 
have  studied  the  subject  thoroly  with  reference  to  class  room 
conditions  and  the  benefits  that  may  be  derived  by  the  average 
pupil.  His  study  of  the  subject  should  continue  and  may  be  most 
profitable  during  the  time  he  has  supervision  of  the  work.  His 
association  with  teachers  and  pupils  should  reveal  the  good  in 
the  work  and  enable  him  to  eliminate  such  as  is  of  less  value. 
The  opinions  of  the  teachers  who  are  handling  the  work  success- 
fully should  be  of  much  help  to  the  supervisor. 

In  order  to  present  the  work,  the  supervisor  usually  holds 
teacher's  meetings  once  a  month  or  as  often  as  seems  necessary. 
Sometimes  these  meetings  are  held  on  Saturday,  but  usually 
after  school  hours  during  the  school  week.  If  it  be  possible,  ar- 
rangements should  be  made  to  meet  the  teachers  before  four 
o'clock  in  the  afternoon,  because  good  results  can  not  be  accom- 
plished if  the  teachers  are  weary  and  exhausted  after  a  hard 
day's  teaching.  Teachers  of  the  same  grade  may  meet  at  one 
time  or  if  the  city  is  not  large,  the  teachers  of  several  grades 
may  come  together  to  study  the  work.  At  these  meetings  the 
supervisor  should  have  for  each  teacher,  outlines  of  the  work, 
which  may  be  in  the  form  of  typewritten  sheets,  blue-prints,  or 
printed  matter.  At  each  meeting  the  details  of  the  course  should 
be  carefully  considered,  and  in  some  cases  where  the  grade 

167 


PAPER       AND       CARDBOARD       CONSTRUCTION 

teachers  are  inexperienced  in  this  work,  the  supervisor  should 
have  the  material  at  hand  and  give  each  teacher  an  opportunity 
to  make,  under  his  direction,  several  or  all  of  the  exercises 
which  she  will  teach.  But  whatever  the  means  employed,  the 
supervisor  must  see  that  each  teacher  understands  the  work 
thoroly  and  has  some  power  to  execute  the  various  processes 
involved. 

Methods  of  handling  the  work  in  the  class  room  should  be 
suggested,  but  each  teacher  ought  to  be  allowed  freedom  in 
using  her  own  ideas  on  how  to  teach  any  problem.  The  work  of 
the  supervisor  is  to  show  what  is  to  be  done  and  several  ways 
in  which  it  may  be  done.  The  grade  teacher  determines  for 
herself  very  largely  how  the  work  is  to  be  done.  If  a  teacher 
is  not  doing  good  work,  it  is  the  business  of  the  supervisor  to 
show  her  where  she  is  failing  and  indicate  clearly  certain  lines 
of  procedure  which  will  make  the  work  more  successful.  Con- 
struction work  can  be  carried  on  in  an  orderly  way,  and  when- 
ever it  is  not,  the  supervisor  should  call  attention  to  this  matter 
and  demonstrate,  if  necessary,  what  is  desirable  in  the  manage- 
ment of  a  class. 

Chapter  VII  takes  up  the  selection  of  equipment  and  supplies, 
methods  of  calculating  amounts  needed,  and  the  placing  of 
orders.  A  word  remains  to  be  said  here  regarding  the  routine 
handling  of  these  materials  for  the  school  system.  A  matter  of 
first  importance  is  to  remember  that  several  week's  should  be 
allowed  for  orders  sent  away  so  as  to  assure  delivery  in  time 
for  preparation  and  distribution  to  teachers.  Frequently,  a  delay 
on  the  part  of  the  school  board  causes  embarassment  for  the 
supervisor,  and  must  be  guarded  against  by  allowing  extra  time. 
It  is  the  business  of  the  supervisor  to  watch  things  thru,  and 
make  sure  that  no  form  of  office  system  prevents  work  in  the 
class  room  being  done  properly.  Duplicate  records  of  all  orders 
should  be  kept  for  following  up  orders,  for  checking  deliveries, 
for  approving  bills,  for  summarizing  the  work  of  the  depart- 
ment, and  for  making  estimates  for  the  following  year. 

168 


HINTS     TO     TEACHERS     AND     SUPERVISORS 

Next  to  seeing  that  orders  are  properly  placed  and  deliveries 
properly  made,  the  supervisor  must  see  that  materials  are  con- 
veniently assorted  and  stored,  and  that  paper  requiring  to  be  cut 
is  attended  to  in  time  for  use.  Much  of  this  work  can  be  done 
some  time  in  advance,  and  papers  counted  and  wrapped  and 
labeled  ready  for  the  different  teachers.  If  much  cutting  is  to 
be  done,  a  large  paper  cutter  should  be  available,  altho  a  course 
similar  to  that  planned  in  this  book  can  eliminate  a  large  part 
of  this  cutting  by  having  paper  cut  to  uniform  sizes  of  9"x  12" 
and  6"x  9".  Cases  for  handling  this  cut  stock  are  suggested  in 
chapter  VII. 

In  the  delivery  of  supplies  to  schools,  some  system  should  be 
devised  that  will  insure  regularity  and  promptness.  In  a  small 
system  the  janitors  may  be  required  to  attend  to  such  details. 
Where  a  city  has  regular  delivery  wagons,  the  handling  of  sup- 
plies is  an  easier  matter.  In  many  cities,  the  supervisor  may 
find  it  more  convenient  to  carry  a  few  bundles  of  stock  with 
him  when  he  makes  his  visits,  or  have  the  teachers  take  parts 
of  the  supplies  after  a  teacher's  meeting,  or  have  boys  come  from 
the  schools  at  assigned  hours  to  the  central  stock  room.  What- 
ever kind  of  delivery  is  attempted,  it  is  most  important  to  see 
that  it  works. 

Exhibits  may  be  made  from  time  to  time  for  the  purpose  of 
interesting  the  people  of  the  community  in  this  kind  of  work. 
It  may  also  be  an  inspiration  to  both  teachers  and  pupils  and 
deepen  their  interest  in  the  course  as  a  whole.  Such  exhibits 
may  be  held  in  the  class  room  if  no  better  place  be  available.  If 
held  in  the  class  room,  it  should  be  concentrated  upon  a  panel 
in  one  part  of  the  room,  or  upon  a  long  shelf  along  one  side  of 
the  room,  or  in  an  exhibit  case. 

While  one  exhibit  is  in  place  other  material  should  be  re- 
moved from  the  walls  to  avoid  confusion.  Exhibits  of  hand- 
work, freehand  drawing,  reproductions  of  art,  grasses,  minerals, 
fabrics,  and  other  educational  material  may  well  be  used  in 
succession,  but  there  should  be  only  one  kind  of  an  exhibit  at  a 
time  on  the  walls. 

169 


IX. 
BIBLIOGRAPHY 

BOOKS  and  reports  and  magazine  references  are  listed  be- 
low for  further  study  of  some  of  the  details  suggested 
in  this  book  and  for  further  discussions  on  certain  of  the 
points  of  view  and  methods  briefly  touched  upon  here. 

While  certain  of  the  references  do  not  carry  out  the  ideas  of 
the  authors  and  others  are  in  direct  opposition  to  their  concep- 
tion of  the  purpose  and  scope  of  primary  handwork,  they  aie 
included  here  for  the  sake  of  a  full  analysis  of  the  subject.  There 
has  been  no  attempt  thruout  this  book  to  build  up  an  argument 
for  any  point  of  view,  but  to  present  such  material  as  will  be 
found  of  use  to  teachers  of  primary  handwork. 

The  references  are  largely  those  available  to  supervisors  of 
the  manual  arts.  Many  of  the  regular  weekly  and  monthly 
journals  published  especially  for  primary  teachers  contain  valu- 
able suggestions  for  handwork  in  nearly  every  issue,  but  are  not 
referred  to  here. 

Adams,  P., — Practical  bookbinding,  Van  Nostrand,   New  York. 

Bailey,  H.  T., — Annotated  outlines,    School   Arts   Book. 

Bailey,  H.  T., — Analysis  of  modern  printing,  The  Printing  Art,  May,  June, 
'07. 

Bailey,  H.  T., — Booklet   Making,    Prang 

Bailey,  H.  T., — Design  in  primary  grades,  School  Arts  Book,  June,  '06. 

Bailey,  H.  T., — The  school  booklet  as  a  problem  in  manual  arts,   Proceed- 
ings Eastern  Manual  Training  Association,  '07. 

Ball,  K.  M., — Paper  folding  and  cutting,  Prang. 

Barnum,  E.  C, — Art,  Teachers  College  Record,  Jan.,  '06. 

Bean,  F.,— Bookbinding  for  beginners,  School  Arts  Book,   May,  '12. 

Bennett,  C.  A.,— Constructive  work  in  elementary  schools,  Manual  Training 
Magazine,   July,   '00. 

Bier,  A., — Good  Ideas  from  everywhere : — Calendar  pads,  School  Arts  Maga- 
zine,  Oct.,  '12. 

Boone,    C.    L., — A    course    of    study    in    manual    training,    Manual    Training 
Magazine,  Dec.,  '07,  Feb.,  Apr.,  June,  '08. 

Boone,    C.    L.,— Centers    of   interest    in    handwork,    Year    Book,    Council    of 
Supervisors  of  the  Manual  Arts,  '07. 

Bradley,  W.  A.,— Cover  designs  for  cloth  bindings,  The  Printing  Art    Tune 
'07. 

170 


BIBLIOGRAPHY 

Brodhead,  J.  C, — An  appreciation  of  cardboard  construction,  Manual  Train- 
ing Magazine,  June,  '08. 

Brown,  F.  C., — Letters  and  lettering,  Bates  &  Guild,  Boston. 

Brown,  H.  H., — The  teaching  of  lettering,  Year  Book,  Council  of  Super- 
visors of  the  Manual  Arts,  '06. 

Buck,  M., — Practical  bookbinding,  Keramic  Studio,  Aug.,  '07. 

Buck,  M., — A  lesson  in  making  over  old  books,  Craftsman,  Oct.,  '06. 

Butler,  J.  W., — The  story  of  paper  making,  Butler  Paper  Co.,  Chicago. 

Chamberlain,  A.  H., — A  suggested  course  in  paper  and  cardboard  construc- 
tion, Whittaker,  San  Francisco. 

Chamberlain,  A.  H., — Opportunities  and  limitations  of  paper  and  cardboard 
in  school,  Manual  Training  Magazine,  January,  '04. 

Clark,  I.  H., — Elementary  manual  training  in  public  schools,  Eastern  Manual 
Training  Association,  '05. 

Clark,  I.  H., — The  working  out  of  the  arts  in  the  schools,  Western  Drawing 
and  Manual  Training  Association,  '09. 

Cockerell,  D., — Bookbinding  and  the  care  of  books,  Appleton. 

Crane,  W., — The   decorative   illustration   of   books,    London. 

Crane,  W.  J.  E., — Bookbinding  for  amateurs,  Gill,  London. 

Cremins,  J.  C., — Construction  work  in  the  primary  grades,  Proceedings 
Eastern  Art  Teachers  Association,  '04,  '05. 

Cremins,  J.  C., — Constructive  work  in  the  primary  grades,  Proceedings 
Eastern  Manual  Training  Association,  '06. 

Cremins,  J.  C., — Design  in  the  primary  grades,  Year  Book,  Council  of 
Supervisors  of  the  Manual  Arts,  '06. 

Cremins,  J.  C., — Some  phases  of  bookbinding  in  the  elementary  schools,. 
Year  Book,  Council  of  Supervisors  of  the  Manual  Arts,  '07. 

Daniels,  F.  T., — Freehand  lettering,   Heath,   Boston. 

Daniels,  F.  H., — Easter  cards  and  booklet  covers,  School  Arts  Book,  March, 
'12. 

Daniels,  J.  F., — Library  handicraft  at  Greeley,  Colorado,  Manual  Training 
Magazine,  Jan.,  '01. 

Davis,  S.  P., — Exhibitions  of  school  work,  Year  Book,  Council  of  Supervisors 
of  the  Manual  Arts,  '06. 

Dewey,  J., — The  school  and  society,  University  of  Chicago  Press. 

Dewey,  J., — The  place  of  manual  training  in  the  elementary  course  of  study,. 
Manual  Training  Magazine,  July,  '01. 

Dobbs,  E.  V., — Cardboard  construction,  its  place  in  the  primary  school^ 
Proceedings  Pacific  Manual  Training  Teachers  Association,  '01-'02. 

Dodd,  A.  E., — Handwork  training  for  the  normal  student,  Proceedings 
Eastern  Manual  Training  Association,  '08. 

Dopp,  K.  E., — The  place  of  industries  in  elementary  education,  University  of 

Chicago   Press. 

171 


PAPER   AND   CARDBOARD   CONSTRUCTION 

Ellis,    F., — The    manual    arts    in    the    primary    grades,    Proceedings    Western 

Drawing  and  Manual  Training  Association,  '09. 
English,     G.     E., — Constructive    work    in     elementary     schools,     Proceedings 

National  Educational  Association,  '89. 

Frazee,  V.,— Vocational  motive  in  the  school,  Education,  May,  '08. 
Freeman,  S.  J., — Elementary  bookmaking  and  bookbinding,  Teachers  College, 

Columbia  University. 

Froelich   and   Snow, — Text-books  of  art  education,   Prang. 
Gibson,  C.  R., — The  romance  of  modern  manufacture,  Lippincott. 
Goetze,  W., — Hand  and   eye  training,   Newmann,   London. 
Grattan,  E., — An  eighth  grade  booklet,  School  Arts  Magazine,  Oct.,  '12. 
Hammel,  W.  C.  A., — Cardboard  construction,  Johnson  Publishing  Co.,  Rich- 
mond. 

Hammel,  W.  C.  A., — Paper  folding,  B.  F.  Johnson  Publishing  Co.,  Richmond. 
Haney,  J.  P., — Manual  arts  in  elementary  schools,  The  School  Journal,  Oct., 

'06. 

Haney,  J.  P., — Manual  training  in  the  elementary  school,  Education,  May,  '05. 
Haney,  J.  P., — Supervision  of  the  manual  arts,  Year  Book,  Council  of  Sup- 
ervisors of  the  Manual  Arts,  '03. 
Haney,  J.  P.  — The    manual    arts    in    the    primary    grades,    School    Journal, 

Oct.,  7,  '07. 
Haney,  J.  P., — The  primary  course  of  study  in  the  arts,  Year  Book,  Council 

of  Supervisors  of  the  Manual  Arts,  '05. 
Hardy,  W.  J., — Book  plates,  Scribners. 
Harvey,  L.  D., — The  activities  of  children  as  determining  the  industries  in 

early  education,  Manual  Training  Magazine,  Oct.,  '04. 
Hasluck,  P.  N., — Bookbinding,  McKay,   Philadelphia. 
Heaton,  W., — Manual  of  cardboard  construction,   Newmann,   London. 
Holton  and  Rollins, — Industrial  work  for  public  schools,  Rand  McNally. 
Home,   H.   P., — The  binding  of  books,  Keegan,  London. 
Hugh,  W.  A., — Modern  book  binding,  Inland  Printer,  Apr.,  May,  June,  '06. 
Hyde,    M.    B., — The   constructive    side   of   design,    Proceedings    Eastern    Art 

Teachers  Association,  '04-'05. 
Jackman,  W.   S., — The  constructive  idea  in  the  elementary  school,   National 

Educational  Association,  '04. 

Kellogg,  E.  L., — Paper  folding,  E.  L.  Kellogg,  Chicago. 
Kent,    E.    B., — The    constructive    interests    of    children,    Teachers    College, 

Columbia  University,  '07. 
Kenyon,   W.  J., — First  years   in  handicraft,  Doubleday,    Page  &  Co.,   Garden 

City,  New  York. 
Langley,  E.  E., — Manual  training  in  the  elementary  school,  Manual  Training 

Magazine,    Oct.,    '03. 
Langley,  E.  E., — Report  of  the  committee  on  handicrafts  in  the  public  schools, 

Proceedings   Western    Drawing  and    Manual    Training   Association,    '06, 

'07,  '08. 

172 


BIBLIOGRAPHY 

Lathe    and    Szokl, — Rooms    in    paper,    problems    in    construction    and    design. 

Manual  Training  Magazine,  Oct.,   '11,  Feb.,  June,   Dec.,  '12,   Feb.,   April, 

'13. 
Leavitt,    F.    M., — Industrial    education    in    the    elementary    schools,    Manual 

Training  Magazine,  June,  '08. 

Ledyard  and  Brackenfeld, — Primary  manual  work,  Milton  Bradley  Co. 
Lee,  F., — "History  of  Art"  note-books,  School  Arts  Book,  March,  '11. 
Lemos,    P.   J., — Hand   printing   in   the   school   room,    School   Arts    Magazine, 

Feb.  19,  '13. 

Lock,  C.   G.   W., — Workshop  receipts,   Spon,   Strand. 
MacNarv — Printing  in  the  Horace  Mann  School,  Manual  Training  Magazine, 

Oct.,  '08. 
McMnrry    and     Eggers, — Book    binding    in    the     school,     Manual     Training 

Magazine,  Oct.,   Dec.,  '10,   April,   '11,  June,  '12. 
.Morris  and  Walker, — An   essay  on  printing,  Longmans. 
Murray.   W.   W., — The  study  of  printing,   Manual   Training   Magazine,   Apr., 

'08. 

Olclash,  F.   M., — Bookbinding,  Graphic  Arts  and   Crafts  year  book,   '07. 
Parsons,    F.    A., — Criticism    in    design,    Proceedings    Eastern    Art    Teachers 

Association,  '04-'OS. 

Parsons,   F.   A., — Principles   of  advertising   arrangement,    Prang. 
Patton,    B.    C., — An    Indian    village    in    the    first    grade,    Elementary    School 

Teacher,    February,   '07. 
Pearson,   H.   C., — Fundamental   principles  of  manual   training  in  the  primary 

grades,    Proceedings   Eastern   Manual   Training   Association,   '05. 
Pickwick,  E.  Jr., — Construction  work  in  primary  grades,  Proceedings  Eastern 

Art  Teachers  Association,  '04,  '05. 
Pickwick,  E.  Jr., — Construction  work  in  primary  grades,  Proceedings  Eastern 

Manual   Training  Association,   '06. 
Pickwick,  E.  Jr., — Manual   Training  in   the  class   room,   Proceedings   Eastern 

Manual  Training  Association,  '04. 

Prideaux,  S.  T., — Historical  sketch  of  bookbinding,  Scribners. 
Probst,    A.    F., — School   print    shop   and    its   possibilities,    Elementary    School 

Teacher,  January,  '08. 

Rich,   E.   A.,— Paper   sloyd,   Ginn,   Boston. 
Richards,  C.  R., — Handwork  in  the  Horace  Mann  School,  Teachers  College 

Record,  Nov.,  '00. 
Richards,  C.  R., — Handwork    in    the    primary    grades,    Proceedings    Eastern 

Manual   Training  Association,   '01. 

Richards,  C.  R., — Handwork  in  the  primary  school,   Manual  Training  Maga- 
zine, Oct.,  '01. 
Roberts,    W.    E., — The    cost    of    manual    training — primary    grades,    Manual 

Training  Magazine,  July,  '02. 

173 


PAPER       AND       CARDBOARD       CONSTRUCTION 

Rouillion,  L., — Economics  of  manual  training,  Henley. 

Seegmiller,  W., — Applied    arts    drawing    books,    Atkinson,    Mentzcr    &    Co., 

Chicago. 

Seegmiller,  W., — Primary  handwork,  Atkinson,  Mentzer  &  Co.,  Chicago. 
Small,  E.   S^5— Bookbinding  as  a  school  exercise,   School  Arts  Book,   March, 

'11. 
Smith,    R.    M., — Construction    work    in    cardboard    and    paper — grades    I-IV, 

Flanagan,  Chicago. 
Soper,  M.  B., — Construction  work  in  town  schools  without  special  equipment, 

Year  Book,  Council  of  Supervisors  of  the  Manual  Arts,  '07. 
Spon,   E., — Workshop   receipts,   Spon,   Strand. 
Starr,    E.    G., — Bookbinding,    Proceedings    Western    Drawing    and    Manual 

Training  Association,  '06. 
Stevens,   R.   T., — Art   of   paper   making   in   Japan,   Graphic   Arts   and    Crafts 

Year   Book,  '07. 
Stiles,    G., — Bookbinding    in    the    elementary    grades,    Proceedings     Eastern 

Manual   Training  Association,  '07. 

Stiles,  G., — Some  decorative  books,  Manual  Training  Magazine,  Oct.,  '07. 
Trybom,  J.  H., — A  theory  of  manual  training  and  its  application  in  cardboard 

construction,   Proceedings   Eastern   Manual   Training   Association,   '00. 
Trybom,  J.   H., — Cardboard  construction,   Milton   Bradley,   Springfield,   Mass. 
Trybom   and    Heller, — Correlated   handwork,   Speaker    Printing   Co.,   Detroit, 

Mich. 
Weaver,    E.    A., — Paper    and    scissors    in    the    schoolroom,    Milton    Bradley, 

Springfield,  Mass. 
Wahlstrom,  L.  W., — A  school  print  shop,  Manual   Training  Magazine,   Dec., 

'08. 
Wahlstrom,  L.  W., — Controlling   ideas    in    the   working   out    of   a   course   of 

study  in  the  arts,   Proceedings  Western   Drawing  and  Manual   Training 

Association,  '09. 
Weiser,  L.  H., — The  special  teacher  in  the  primary  schools,  Eastern  Manual 

Training  Association,  '05. 
Weiser,  L.  H., — Manual  Training,  Teachers  College  Record,  Jan.  and  Sept., 

'06. 
Cyclopedic  Articles. 

Book  and  book  binding. 

Paper  and  paper  making. 

Printing  and  printing  presses. 

Encyclopedia  Britannica,  Encyclopedia  America,  New  International 
Encyclopedia,  Nelson's  Encyclopedia,  American  Cyclopedia,  Apple- 
ton's  Cyclopedia  of  Applied  Mechanics,  Century  Dictionary  and 
Cyclopedia. 

174 


X. 

INDEX 

PAGE 

Analysis  of  contents 7 

Arrangement  of  book  problems 16,    64 

Arrangement  of  box    problems 65,    90 

Arrangement  of  card    problems 91,  109 

Arrangement  of  envelope  problems    110,  129 

Arrangement  of  information    for   all   problems 13,    14,  132 

Arrangement  of  numbers  of  all  problems  by  grades 133 

Arrangements  of  problems,    four    schemes 137 

Bibliography     170 

Blotting-paper    157,   Appendix 

Bond   paper    156,   Appendix 

Bookbinding  steps 47-    62 

Book  of  color  schemes 24 

Book  envelope  file  126 

Book  of  designs   30 

Book  of  paper  samples 26 

Booklet  folder  20 

Book-marks     93,  102 

Book  papers    152,    156,   Appendix 

Book  problems  arranged  by  grades 16,    64 

Book  problems  explained    15 

Books   49,  61,  62,    63 

Bound  drawings   61 

Bound  magazines    62 

Bound  scrap-book    61 

Box  board  157,  Appendix 

Box   problems   arranged  by  grades 65,    90 

Box  problems  explained 65 

Boxes  with  covers 75,  77,  83,  84,    86 

Box  with  reinforced  corners 73 

Bristol  board 158,  Appendix 

Calculations   for   stock 158 

Calendar    94 

Candy  boxes    78 

Cardboard  sizes  explained 157,  Appendix 

Card  mounts    92,  94,  98,  105 

Card  problems   arranged  by  grades 92,  109 

Card   problems    explained 91 

Cloth  board  157,  Appendix 

Cloth   bound  book 49 

175 


PAPER       AND       CARDBOARD       CONSTRUCTION 


PAGE 

Cloth  covered  portfolio 47 

Covered  small  box  74 

Cover  papers  152,  156,  Appendix 

Desk  blotters 96 

Desk  filing  case    125 

Desk  pad    107 

Desk  paper  file   54 

Drawing-book    25 

Drawing-paper     152,  156 

Drafting  conventions    13 

Duodecimo  book  folding 37 

End  opening  note-book  cover 54 

Envelope   folder    Ill 

Envelope  problems  arranged  by  grades Ill,  130 

Envelope  problems    explained    110 

Envelopes    Ill-  130 

Equipment  and    supplies    149 

Equipment  for  the  class  room 149 

Equipment  for  the  stock  room 150 

Exhibitions  of  handwork 169 

Explanation  of  lines  used  in  drawings 13 

Flat  envelope  file 123 

Flat  writing-paper  152,  154,  156,  Appendix 

Folder  picture  mount 105 

Folding  box   80 

Foreword     3 

Fundamentals   in   planning  courses 131 

Glass   cover    100 

Glazed  paper    Appendix 

Glued  booklet 48 

Gummed  paper 157,  Appendix 

Hints  to  teachers  and  supervisors 165 

Introduction  to  this  book 11 

Large   filing   envelope 120 

Laundry  list  27 

Ledger  paper   156 

Long  filing  envelope 119 

Long  mailing  envelope 116 

Mailing   envelope    116 

Manila  paper   152,   156,  Appendix 

Marble  papers  and  marble  board 157,  Appendix 

176 


INDEX 


PAGE 

Methods  of  teaching  handwork 11,  165 

Mounted    drawings    92 

Mounting  board   158,  Appendix 

Mounting  folders   19 

M« .unts  for  pictures 93,  94,  96,  98,  105 

Note-book   35 

Xote-book  covers   54 

X umbering  system  explained 132 

Octavo  book   folding 23,     36 

Original   box    84 

Paged   blank   books 36 

Page  holder   102 

Pamphlets     21-    48 

Paper  bag   114 

Paper  bag  with  folds 121 

Paper  counting  table    154 

Paper  manufacture 154 

Paper  portfolio    29 

Paper  portfolio  with  laps 30 

Paper  samples  Appendix 

Paper  sizes    154,    156,    157,   Appendix 

Papers  listed   and   described 151,    152,  153 

Pen   box    86 

Pencil  box  with  fitted  cover  76 

Photo  filing  envelope 117 

Photo  mount   98 

Pin  box   with  cover    81 

Planning  of  courses 131 

Plated  paper  157 

Pocket   for  clippings 113 

Pocket   note-books    21 

Pocket  paper  file 52 

Points  of  view  in  planning  courses 134 

Postal   scale    103 

Post  card    101 

Post  card  box    83 

Portfolios  29,  30,  47,  58 

Portfolio    with    cloth    corners 58 

Preface   to   second   edition 5 

Press  board  '. .  158,  Appendix 

Print  papers   152,  156,  Appendix 

177 


PAPER       AND       CARDBOARD       CONSTRUCTION 


Printing  paper   sizes 154 

Problems  arranged  according  to  difficulty 144 

Problems  grouped  for  each  grade 137 

Problems  selected   from   groups 142 

Problems  selected  from  one  group 147 

Pulp  board   157,  Appendix 

Purposes  of  this  book 11 

Quarto  book  folding 22 

Rebound  book   62 

Receipt-book 34 

Rectangular  open  box    71 

Rectangular   tray    69 

References  in  books  and  magazines 170 

Rule  measurements   29 

Scope  of  book  problems 15 

Scope  of  this  book   12 

Scrap-book  42,    61 

Sewed  pamphlet  with  reinforced  back 46 

Shipping  tags 102 

Side  opening  note-book  cover 56 

Sizes  of  paper  and  boards 154,  156,  157,  158,  Appendix 

Sliding   box    88 

Small  sewed  pamphlet   44 

Small  square   box    71 

Sources  of  supply 160 

Square  box  67 

Square  envelope   112 

Square   tray    68 

Steps  in  binding 49,   50,   51,     52 

Steps  in   sewing 44,   45,     46 

Stock  required  per  grade 161-  164 

Strawboard    157,  Appendix 

Supervising  primary  handwork 167 

Supplies,  kinds  of  dealers 160 

Tag  board   157,  Appendix 

Teaching  primary   handwork 165 

Tissue-paper    157 

Varied  arrangements  of  problems 137 

Weather   record    31 

Wrapping-papers    152,   156,   Appendix- 
Writing-papers  152,  154,  156,  Appendix 

178 


APPENDIX 


SPECIMENS    OF    PAPERS    SUITABLE    FOR    PRIMARY    CONSTRUCTION     MOUNTED    AND 
DESCRIBED  FOR  CONVENIENT   REFERENCE. 


ON  the  following  pages  are  grouped  selections  of  papers 
of  different  grades  with  their  sizes  and  weights  given : 
opposite  these  are  given  some  of  the  variations  in  weight 
and  color  which  may  be  obtained  for  each   style  and  grade  of 
paper. 

Rough  cover  papers, — cheap  grade,  medium  grade,  high  grade,  linen 

finish. 
Smooth    cover    papers, — plain    (light    weight),    plain    (heavy),    high 

grade,  enameled. 
Print  and  book  papers, — print,  cheap  book,  medium  book,  enameled 

book. 
Writing-papers, — cheap    flat   writing,    high   grade    flat   writing,   cheap 

bond,  medium  bond. 
Lining    papers, — spot    marble,    wave    marble,    agate    marble,    white 

glazed. 

Miscellaneous    papers, — manila    wrapping,    fibre    wrapping,    blotting, 
gummed. 

It  is  impossible  to  mount  the  boards  used  for  primary  hand- 
work in  such  a  book  as  this,  and  so  they  have  been  labeled  and 
mounted  separately,  and  are  not  included  with  this  book.  They 
are  cut  to  45"x  7^",  from  the  full  sheets  indicated  below : 

Press   board, — red   and   gray,   28x34-70    (number   70   shows    Ibs.   per 

gross). 
Tag  board— 22%x28%-90,  110,  and  130   (numbers  90,  110,  130  show 

Ibs.  per  ream). 
Bristol   board, — cheap,   high   grade,   tinted,   folding,  22Vix281/4,   2  ply 

(100  sheets  per  bundle). 

Marble  board,  brown,  26x38-60  (number  60  shows  Ibs.  per  bundle). 
Mounting  board,  gray,  22x28-5  ply  and  10  ply  (100  sheets  per  bundle). 
Pulp  board,  white,  26x38,  No.  80  (number  80  shows  sheets  per 

bundle). 

Box  board,  white  coated,  28x44,  No.  016,  (100  sheets  per  bundle). 
Strawboard,  26x38,  Nos.  35  and  80  (numbers  35  and  80  show  sheets 

per  bundle). 

Cloth  board,  22x28,  Nos.  20  and  50  (numbers  20  and  50  show  sheets 
per  bundle). 

179 


PAPER       AND       CARDBOARD       CONSTRUCTION 


ROUGH  COVER  PAPERS 

While  cover  papers  are  made  especially  for 
covering  pamphlets,  they  have  many  other 
uses  in  paper  construction,  such  as  linings  for 
portfolios  and  boxes,  mounts  for  pictures, 
book-marks,  and  fancy  envelopes.  The  most 
common  size  for  a  full  sheet  of  cover  paper  is 
2o"x  25"  and  the  weights  vary  from '15  to  100 
pounds  per  ream  of  500  sheets.  The  desirable 
weights  for  rough  cover  papers  for  school  use 
are  from  40  to  70  pounds.  Weights  above  50 
pounds  similar  to  those  shown  on  the  opposite 
page  are  made  in  a  good  variety  of  colors. 
Dealers  in  paper  can  usually  show  also  papers 
with  a  harder  finish,  with  a  more  pebbly  sur- 
face, or  in  fancy  effects,  and  with  cut  or 
deckled  edges.  There  are  many  attractive 
uses  for  fancy  cover  papers  if  a  printing  press 
be  available.  Calendars,  place  cards,  menus, 
programs  and  announcements  may  be  taken 
as  types  of  this  sort  of  work,  and  the  list  ex- 
tended indefinitely. 


180 


ROUGH     COVER     PAPERS 


CHEAP   GRADE   COVER,    20x25 40 


MEDIUM    GRADE   COVER,   20x25 — 70 


HIGH    GRADE    COVER,    20x25 60 


LINEN    FINISH    COVER,   20x25 — 50 


181 


PAPER       AND       CARDBOARD       CONSTRUCTION 


SMOOTH  COVER  PAPERS 

Papers  similar  to  those  shown  on  the  op- 
posite page  are  constantly  used  in  elementary 
handwork,  and  make  a  good  variation  from 
the  rough  surfaced  papers  shown  on  the  pre- 
ceding page.  Plain  (super-calendered)  cover 
papers  are  made  in  a  great  variety  of  colors 
and  in  weights  varying  from  15  to  75  pounds 
per  ream.  For  much  of  the  work  the  lighter 
weights  are  desirable,  and  as  these  papers  are 
sold  by  the  pound  the  cost  per  sheet  for  the 
light  weights  is  much  less  than  for  the  heavy 
weights.  In  a  large  school  system  this  saving 
is  considerable.  High  grade  cover  papers  are 
made  in  many  different  styles  and  colors  and 
with  a  variety  of  surface  effects,  both  rough 
and  smooth.  The  enameled  covers  are  not 
used  much  in  schools  except  where  printing 
presses  are  introduced,  and  then  only  in  upper 
grades  and  high  school  classes,  but  they  are 
shown  here  for  comparison.  Laid  covers  are 
used  so  little  at  present  that  they  are  not  il- 
lustrated here.  The  usual  difference  between 
a  smooth  cover  paper  and  a  rough  cover  paper 
consists  in  the  extra  rolling  the  smooth  cover 
paper  is  given.  Many  kinds  of  paper  are  made 
in  both  rough  and  smooth  surfaces. 


182 


SMOOTH     COVER     PAPERS 


PLAIN     COVER,     20x25 — 25 


PLAIN     COVER,     20x25 — 50 


HIGH    GRADE    COVER,    22x28 — 70  ENAMELED    (ONE    SIDE)    COVER,   20x25 

183 


PAPER       AND       CARDBOARD       CONSTRUCTION 


PRINT  AND  BOOK  PAPERS 

Print  papers  are  used  for  newspaper  work 
and  for  cheap  hand  bills  in  printing  offices  and 
are  frequently  made  up  into  scratch  pads  for 
pencil  work.  The  paper  is  suitable  for  booklet 
making  in  schools  where  rigid  economy  is 
imperative.  In  the  lighter  weights  it  is  a  good 
substitute  for  book  paper  as  it  is  easier  to  sew. 
Book  papers  are  usually  made  with  a  slightly 
grained  surface  unless  to  be  used  for  printing 
half-tones  or  fine  line  work,  where  an  enameled 
book  paper  is  necessary.  Rough  book  paper  is 
suitable  for  pencil  drawings,  for  free  cutting, 
for  book  making,  and  envelope  making,  and  in 
general  is  the  most  useful  paper  available  for 
paper  work  in  school.  Sizes  of  print  and  book 
papers  range  from  24"x  36"  to  36" x  48"  for 
ordinary  work,  altho  deckled-edge  book  paper 
is  made  as  small  as  I2"x  18".  The  most  con- 
venient size  to  handle  in  school  is  24"x  36", 
which  is  easily  cut  into  eight  9"x  12"  pieces 
per  sheet.  The  weights  of  book  paper  range 
from  24"x  36^-30  to  24"x  36"-ioo,  the  50  to  60 
pound  weights  being  the  most  used,  the  usual 
weight  for  print  papers  of  this  size  being  30 
pounds. 


184 


PRINT     AND     BOOK     PAPERS 


PRINT     PAPER,     24x36 30  CHEAP  BOOK   PAPER,   24x36 50 


MEDIUM    BOOK    PAPER,    24x36 70  ENAMELED  BOOK   PAPER,  24x36 70 

185 


PAPER       AND       CARDBOARD       CONSTRUCTION 


WRITING-PAPERS 

Flats  and  bonds  are  intended  especially  for 
writing  but  are  used  for  printing  also.  They 
are  adapted  to  booklet  and  envelope  making 
in  primary  classes  and  for  some  of  the  lines 
of  work  where  book  papers  are  recommended. 
They  come  in  a  considerable  variety  of  grades 
and  sizes  and  weights.  For  this  work  the 
cheaper  grades  are  suitable,  altho  it  is  desir- 
able to  have  the  better  grades  for  occasional 
use  and  for  comparison  of  values.  Sizes  of 
certain  kinds  range  from  i6"x  21"  to  28"x34", 
the  usual  sizes  being  I7"x22"  and  I9"x  24". 
The  I7"x  22"  cuts  into  four  pieces  of  letter 
size  8|"xii".  Weights  vary  from  I7"x22"- 
14  to  I7"x  22"-28,  the  usual  weights  being  from 
18  to  22  pounds  for  this  size.  Some  of  the 
writing-papers  come  in  tints,  but  white  is  the 
more  usual.  They  may  be  obtained  in  laid 
or  linen  finish  as  well  as  the  wove  finish. 
Standard  makes  of  writing-paper  are  usually 
watermarked,  which  assists  in  identifying  the 
different  kinds. 


186 


WRITING     PAPERS 


CHEAP   FLAT   WRITING-PAPER,    17x22 — 20    HIGH    GRADE    FLAT    WRITING,    17x22 — 20 


CHEAP    BOND    PAPER,    17x22 — 20  MEDIUM    BOND   PAPER,    17x22 — 20 

187 


PAPER       AND       CARDBOARD       CONSTRUCTION 


LINING  PAPERS 

Marble  papers  are  used  for  lining  the  in- 
sides  of  covers  of  books  and  as  a  finish  for 
boxes.  Glazed  papers  are  used  principally  for 
a  finish  for  small  boxes.  They  are  thin  enough 
to  be  easily  pasted  and  attached  to  other  work, 
and  are  made  in  many  colors.  There  are  three 
types  of  design  in  marble  paper, — the  spot, 
wave  and  agate,  and  the  size  is  uniform, 
2O"x  30".  The  glazed  paper  has  a  uniform 
size  of  2o"x  24"  and  is  made  in  many  brilliant 
colors,  besides  white,  black,  silver  and  gold. 
In  addition  to  these  fancy  papers,  there  are 
plated  papers  with  dull  colors  on  one  side, 
parchment  papers  for  covers  and  for  special 
purposes,  and  standard  color  papers  valuable 
for  the  study  of  colors  and  color  schemes. 
While  there  are  other  papers  such  as  plain 
cover  paper  suitable  for  lining,  the  thin  lining 
papers  finished  on  one  side  only  are  best  and 
easiest  to  use. 


188 


LINING     PAPERS 


SPOT    MARBLE    PAPER,    20x30 


WAVE     MARBLE     PAPER,     20x30 


AGATE    MARBLE   PAPER,   20x30 


WHITE  GLAZED   PAPER,   20x24 


189 


PAPER       AND       CARDBOARD       CONSTRUCTION 


MISCELLANEOUS  PAPERS 

Wrapping-papers  are  made  from  a  variety 
of  fibres,  such  as  manila,  flax,  and  silk,  and 
vary  in  size  from  I2"x  18"  to  4o"x48".  The 
weights  vary  in  the  24"x  36"  size  from  26  to 
80  pounds  per  ream,  30  to  40  being  the  medium 
weights.  There  are  besides  the  common  man- 
ila wrapping-papers,  white  wrapping,  Jap- 
anese wrapping,  and  tissue  wrapping-papers. 

Blotting-papers  are  made  I9"x24"  size  and 
of  weights  varying  from  60  to  140  pounds  per 
ream.  Besides  the  ordinary  blotting-paper, 
there  are  different  styles  of  enameled  one  side 
blotting-papers  for  half-tone  work. 

Gummed  paper  in  several  colors  with  glue 
on  the  back  is  suitable  for  labels  for  books 
and  boxes.  The  usual  sizes  are  I7"x22"  and 
2o"x  25". 

The  varieties  of  paper  are  very  extended 
and  new  papers  are  being  constantly  prepared 
for  new  uses.  A  selected  list  of  some  of  these 
is  given  in  chapter  VII. 


190 


MISCELLANEOUS     PAPERS 


MANILA    WRAPPING-PAPER,   24x36 — 30        FIBRE    WRAPPING-PAPER,    30x40 — 60 


BLOTTING-PAPER,    19x24 60 


GUM   PAPER,   17x22 


191 


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